This report presents a summary of a meeting on assessment of course-based undergraduate research experiences (CUREs), including an operational definition of a CURE, a summary of research on CUREs, relevant findings from studies of undergraduate research internships, and recommendations for future research on and evaluation of CUREs.

This study evaluates the reliability and validity of an instrument for quantitatively assessing project ownership in undergraduate laboratory learning experiences.

We used computational linguistic and content analyses to explore the concept of project ownership for undergraduate research. We used linguistic analysis of student interview data to develop a quantitative methodology for assessing project ownership and applied this method to measure degrees of project ownership expressed by students in relation to different types of educational research experiences. The results of the study suggest that the design of a research experience significantly influences the degree of project ownership expressed by students when they describe those experiences. The analysis identified both positive and negative aspects of project ownership and provided a working definition for how a student experiences his or her research opportunity. These elements suggest several features that could be incorporated into an undergraduate research experience to foster a student's sense of project ownership.

SignificanceThe Science Education Alliance–Phage Hunters Advancing Genomics and Evolutionary Science program is an inclusive Research Education Community with centralized programmatic and scientific support, in which broad student engagement in authentic science is linked to increased accessibility to research experiences for students; increased persistence of these students in science, technology, engineering, and mathematics; and increased scientific productivity for students and faculty alike.

This paper validates and establishes the predictive ability of the Persistence in the Sciences, or PITS, survey to measure persistence in undergraduates participating in course-based research experiences.

Student buy-in as a key mechanism for student engagement and performance in an active-learning context is explored. This paper provides the first operational definition of student buy-in to in-class activities, in this case characterizing the complex nature of students’ responses in an active-learning classroom.

This paper develops the concept of meaningful literacy and offers a classroom methodologypoetry writing -that manifests this approach to ESL/EFL literacy instruction. The paper is divided into three sections. The first deals with the concept of meaningful literacy learning in second and foreign language pedagogy; the second summarizes empirical evidence that characterizes second language (L2) poetry writing; and the third describes the practical aspects of teaching poetry writing. This approach is presented as a way of humanizing the second and foreign language classroom by refocusing on the individual language learner as the center of the learning process.

This article provides quantitative data to establish the relative, perceived burden of writing research articles in English as a second language. Previous qualitative research has shown that scientists writing English in a second language face difficulties but has not established parameters for the degree of this difficulty. A total of 141 Mexican, Spanish-speaking scientists from a range of scientific disciplines participated in a survey which directly compared writing scientific research articles in Spanish and English as a second language. The survey questions defined burden in relation to perceived difficulty, dissatisfaction, and anxiety. The results revealed that the experience of writing a scientific research article in English as a second language is significantly different than the experience writing in a first language and that this writing process was perceived as 24% more difficult and generated 11% more dissatisfaction and 21% more anxiety. The findings suggest that the use of English as a second language is the cause of this increased burden.