An Undergraduate Research Experience Studying Ras and Ras Mutants

Griffeth, Nancy D.; Batista, Naralys; Grosso, Terri; Arianna, Gianluca; Bhatia, Ravnit; Boukerche, Faiza; Crispi, Nicholas; Fuller, Neno; Gauza, Piotr; Kingsbury, Lyle; Krynski, Kamil; Levine, Alina; Yan, Rui; Nam, Jennifer; Pearl, Eitan; Rosa, Alessandro; Salarbux, Stephanie; Sun, Dylan

doi:10.1109/te.2015.2450683

Cited by 2 publications

(1 citation statement)

References 22 publications

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“…There is compelling evidence to suggest that participation in a CURE leads to significant gains in research skills and academic outcomes and can support the subsequent advancement to (and success in) a URE (Rodenbusch et al, 2016;Krim et al, 2019). Studies that measure student learning gains typically consider these gains only over the course of a semester-long research experience, though there is evidence to suggest that undergraduates need to participate in high-impact research experiences spanning more than one semester to develop their understanding of the research process (Deane et al, 2014;Griffeth et al, 2015;Harsh, 2016;Remich et al, 2016;Hernandez et al, 2018). A longitudinal study by Szteinberg and Weaver (2013) suggests that CURE students retain chemistry content knowledge longer, as compared to students in traditional laboratory courses.…”

Section: Literature Reviewmentioning

confidence: 99%

Measuring integrated understanding of undergraduate chemistry research experiences: assessing oral and written research artifacts

Helix

Coté

Stachl

et al. 2022

Chem. Educ. Res. Pract.

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Section: Literature Reviewmentioning

confidence: 99%

Measuring integrated understanding of undergraduate chemistry research experiences: assessing oral and written research artifacts

Helix

Coté

Stachl

et al. 2022

Chem. Educ. Res. Pract.

View full text Add to dashboard Cite

show abstract

Models and Impacts of Science Research Experiences: A Review of the Literature of CUREs, UREs, and TREs

Krim

Coté

Schwartz

et al. 2019

LSE

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In efforts to increase scientific literacy and enhance the preparation of learners to pursue careers in science, there are growing opportunities for students and teachers to engage in scientific research experiences, including course-based undergraduate research experiences (CUREs), undergraduate research experiences (UREs), and teacher research experiences (TREs). Prior literature reviews detail a variety of models, benefits, and challenges and call for the continued examination of program elements and associated impacts. This paper reports a comprehensive review of 307 papers published between 2007 and 2017 that include CURE, URE, and TRE programs, with a special focus on research experiences for K–12 teachers. A research-supported conceptual model of science research experiences was used to develop a coding scheme, including participant demographics, theoretical frameworks, methodology, and reported outcomes. We summarize recent reports on program impacts and identify gaps or misalignments between goals and measured outcomes. The field of biology was the predominant scientific disciplinary focus. Findings suggest a lack of studies explicitly targeting 1) participation and outcomes related to learners from underrepresented populations, 2) a theoretical framework that guides program design and analysis, and, for TREs, 3) methods for translation of research experiences into K–12 instructional practices, and 4) measurement of impact on K–12 instructional practices.

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An Undergraduate Research Experience Studying Ras and Ras Mutants

Cited by 2 publications

References 22 publications

Measuring integrated understanding of undergraduate chemistry research experiences: assessing oral and written research artifacts

Measuring integrated understanding of undergraduate chemistry research experiences: assessing oral and written research artifacts

Models and Impacts of Science Research Experiences: A Review of the Literature of CUREs, UREs, and TREs

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