Exploring the Effects of Course-Based Undergraduate Research Experiences (CUREs) on STEM Students with an Emphasis on Chemistry Majors: A Qualitative Analysis of Critical Reflections.
Disciplines
Chemistry
Abstract (300 words maximum)
This study investigates the effectiveness of Course-based Undergraduate Research Experiences (CUREs) in comparison to traditional mentorship and apprentice model research approaches, focusing on their impact on student perceptions and learning outcomes within the STEM disciplines. The central research question guiding this inquiry is to determine if CUREs provide comparable or superior educational value and connectedness insights compared to traditional undergraduate research models.
Building upon existing literature on undergraduate research and educational methodologies, this study aims to contribute unique insights into the effectiveness of CUREs as a tool for enhancing student engagement and learning in STEM fields. By analyzing 57 chemistry student reflections obtained through the Quality Enhancement Plan (QEP) initiative, this research project seeks to provide empirical evidence supporting the benefits of CUREs in fostering deeper connections to course content, promoting integrated problem-solving skills, and facilitating values growth among students.
The research methodology employed involved consolidating and cleaning data from multiple Excel sheets containing student reflections, which were then imported into NVivo for systematic coding based on four key principles derived from an overall rubric: Educational Value, Connectedness Insights, Integrated Problem Solving, and Values Growth. This coding process enabled the identification of recurring themes and patterns in student reflections, allowing for a comprehensive analysis of their perceptions and experiences with CUREs.
While the data analysis is ongoing and preliminary, expected results include insights into the perceived educational value of CUREs compared to traditional research approaches, the extent to which students feel connected to their coursework and research activities, and the development of problem-solving skills and values growth attributed to CURE participation. These conclusions will be discussed within the context of existing research literature and implications for future educational practices and policies in STEM disciplines.
Academic department under which the project should be listed
CSM - Chemistry and Biochemistry
Primary Investigator (PI) Name
Amy Buddie
Exploring the Effects of Course-Based Undergraduate Research Experiences (CUREs) on STEM Students with an Emphasis on Chemistry Majors: A Qualitative Analysis of Critical Reflections.
This study investigates the effectiveness of Course-based Undergraduate Research Experiences (CUREs) in comparison to traditional mentorship and apprentice model research approaches, focusing on their impact on student perceptions and learning outcomes within the STEM disciplines. The central research question guiding this inquiry is to determine if CUREs provide comparable or superior educational value and connectedness insights compared to traditional undergraduate research models.
Building upon existing literature on undergraduate research and educational methodologies, this study aims to contribute unique insights into the effectiveness of CUREs as a tool for enhancing student engagement and learning in STEM fields. By analyzing 57 chemistry student reflections obtained through the Quality Enhancement Plan (QEP) initiative, this research project seeks to provide empirical evidence supporting the benefits of CUREs in fostering deeper connections to course content, promoting integrated problem-solving skills, and facilitating values growth among students.
The research methodology employed involved consolidating and cleaning data from multiple Excel sheets containing student reflections, which were then imported into NVivo for systematic coding based on four key principles derived from an overall rubric: Educational Value, Connectedness Insights, Integrated Problem Solving, and Values Growth. This coding process enabled the identification of recurring themes and patterns in student reflections, allowing for a comprehensive analysis of their perceptions and experiences with CUREs.
While the data analysis is ongoing and preliminary, expected results include insights into the perceived educational value of CUREs compared to traditional research approaches, the extent to which students feel connected to their coursework and research activities, and the development of problem-solving skills and values growth attributed to CURE participation. These conclusions will be discussed within the context of existing research literature and implications for future educational practices and policies in STEM disciplines.