Irby Stefan M, Pelaez Nancy J, Anderson Trevor R
Department of Chemistry, Purdue University, West Lafayette.
Department of Biological Sciences, Purdue University, West Lafayette.
Biochem Mol Biol Educ. 2018 Sep;46(5):478-492. doi: 10.1002/bmb.21173.
Several course-based undergraduate research experiences (CUREs) have been published in the literature. However, only limited attempts have been made to rigorously identify the discovery-type research abilities that students actually develop during such experiences. Instead, there has been a greater focus on technical or procedural-type knowledge or general CURE skills that are too comprehensive to effectively assess. Before the extent of discovery-type learning outcomes can be established in students (termed verified learning outcomes or VLOs), it is important to rigorously identify the anticipated learning outcomes (ALOs) and to then develop student assessments that target each ALO to reveal the nature of such student learning. In this article we present a matrix of 43 ALOs, or course-based undergraduate research abilities (CURAs), that instructors anticipate students will develop during a recently-developed biochemistry CURE focusing on the prediction of protein function from structure. The CURAs were identified using the process for identifying course-based undergraduate research abilities (PICURA) and classified into seven distinct themes that enabled the characterization of the CURE and a comparison to other published inventories of research competencies and CURE aspects. These themes and the CURE protocols aligning to the CURAs were used to form the ALO matrix that was, in turn, used to inform the design of an assessment that revealed evidence that a student had developed some of the targeted CURAs. Future research will focus on further assessment development that targets other identified CURAs. This approach has potential applications to other CUREs both in biochemistry and other science disciplines. © 2018 International Union of Biochemistry and Molecular Biology, 46(5):478-492, 2018.
文献中已发表了几篇基于课程的本科研究经历（CUREs）。然而，在严格确定学生在此类经历中实际培养的发现型研究能力方面，所做的尝试有限。相反，人们更多地关注技术或程序型知识或过于宽泛而无法有效评估的一般CURE技能。在确定学生的发现型学习成果（称为验证学习成果或VLOs）的程度之前，严格确定预期学习成果（ALOs），然后开发针对每个ALO的学生评估，以揭示这种学生学习的本质，这一点很重要。在本文中，我们展示了一个包含43项ALO或基于课程的本科研究能力（CURAs）的矩阵，教师预计学生在最近开发的专注于从结构预测蛋白质功能的生物化学CURE中会培养这些能力。这些CURAs是使用确定基于课程的本科研究能力的过程（PICURA）确定的，并分为七个不同的主题，这些主题能够对CURE进行特征描述，并与其他已发表的研究能力和CURE方面的清单进行比较。这些主题以及与CURAs一致的CURE协议被用于形成ALO矩阵，该矩阵又被用于为一项评估的设计提供信息，该评估揭示了学生已培养出一些目标CURAs的证据。未来的研究将专注于针对其他已确定的CURAs进一步开发评估。这种方法在生物化学和其他科学学科的其他CURE中具有潜在应用。© 2018国际生物化学与分子生物学联盟，46(5):478 - 492，2018。
