Majka Elizabeth A, Guenther Merrilee F, Raimondi Stacey L
Department of Psychology, Elmhurst University, Elmhurst, IL 60126.
Department of Biology, Elmhurst University, Elmhurst, IL 60126.
J Microbiol Biol Educ. 2021 Mar 31;22(1). doi: 10.1128/jmbe.v22i1.2353. eCollection 2021.
Course-based undergraduate research experiences (CUREs) are well-documented as high-impact practices that can broaden participation and success in STEM. Drawing primarily from a community of practice theoretical framework, we previously developed an interdisciplinary CURE course (Science Bootcamp) for STEM majors focused entirely on the scientific process. Among first-year students, Science Bootcamp leads to psychosocial gains and increased retention. In the current study, we test whether an online Science Bootcamp also improved outcomes for STEM transfer students-a group that faces "transfer shock," which can negatively impact GPA, psychosocial outcomes, and retention. To this end, we redesigned Science Bootcamp to a 2-week course for STEM transfer students to complete prior to beginning the fall semester at our 4-year institution. Due to the COVID-19 pandemic, the course was conducted in an entirely virtual format, using primarily synchronous instruction. Despite the course being virtual, the diverse group of STEM majors worked in small groups to conduct rigorous, novel empirical research projects from start to finish, even presenting their results in a poster symposium. Assessment data confirmed the compressed, online Science Bootcamp contained key CURE components-opportunities for collaboration, discovery and relevance, and iteration-and that students were highly satisfied with the course. Moreover, in line with our hypothesis, STEM transfer students who participated in the online Science Bootcamp experienced a range of psychosocial gains (e.g., belonging to STEM). In sum, these findings suggest our online Science Bootcamp promotes positive STEM outcomes, representing a highly flexible and affordable CURE that can be scaled for use at institutions of any size.
基于课程的本科研究经历（CUREs）作为一种高影响力的实践活动，已有充分记录，它能够扩大在STEM领域的参与度并提高成功率。我们主要借鉴实践共同体理论框架，先前为STEM专业学生开发了一门跨学科的CURE课程（科学训练营），该课程完全聚焦于科学过程。在一年级学生中，科学训练营带来了心理社会方面的收获并提高了留校率。在当前研究中，我们测试在线科学训练营是否也能改善STEM转学生的学习成果——这一群体面临“转学冲击”，可能会对GPA、心理社会成果和留校率产生负面影响。为此，我们将科学训练营重新设计为一门为期两周的课程，供STEM转学生在我们四年制院校秋季学期开始前完成。由于新冠疫情，该课程完全以虚拟形式进行，主要采用同步教学。尽管课程是虚拟的，但不同的STEM专业学生分组开展工作，从头到尾进行严谨、新颖的实证研究项目，甚至在海报研讨会上展示他们的研究结果。评估数据证实，紧凑的在线科学训练营包含了关键的CURE要素——合作、发现与相关性以及迭代的机会——并且学生对该课程高度满意。此外，与我们的假设一致，参加在线科学训练营的STEM转学生在心理社会方面有一系列收获（例如，归属感）。总之，这些发现表明我们的在线科学训练营促进了积极的STEM成果，代表了一种高度灵活且经济实惠的CURE，可扩大规模供任何规模的院校使用。
