Department of Biology, Georgia Southern University, Savannah, GA 31419.
Department of Biological Sciences, Northern Illinois University, DeKalb, IL 60115.
CBE Life Sci Educ. 2022 Dec;21(4):ar70. doi: 10.1187/cbe.21-06-0154.
Course-based undergraduate research experiences (CUREs) integrate an authentic research experience for students into a laboratory course. CUREs provide many of the same benefits to students as individual faculty-mentored research experiences. However, faculty experiences in teaching CUREs are not as well understood. There are no studies that compare faculty's anticipated experiences to actual experiences, and little comparison of the faculty experience by institution. Through interviews with eight biology faculty from four institutions, the faculty experience in implementing a CURE in an introductory biology laboratory was explored using qualitative analysis. Institutions included: a small, minority-serving, women's, primarily undergraduate university; a small, residential, primarily undergraduate college; a midsized doctoral university; and a large community college. Interviews were conducted at three time points: before professional development (PD), after the initial semester of teaching the CURE, and after teaching the CURE at least twice (1 year later). Faculty described resources, benefits, challenges, and feelings about teaching the CURE. However, anticipated experiences were often not the same as those actually experienced. There were also institutional differences in resources, benefits, challenges, and feelings. Implications for CURE PD include specific content such as strategies for teaching effective research group work, development of student proposals, and student time management.
课程为本的本科生科研经历（CUREs）将真实的研究经历整合到一门实验课程中。CUREs 为学生提供了与个别教师指导的研究经历相同的许多好处。然而，教师在教授 CUREs 方面的经验却鲜为人知。没有研究比较教师的预期经验和实际经验，也很少比较不同机构的教师经验。通过对来自四个机构的八名生物学教师的访谈，使用定性分析方法探讨了在基础生物学实验室中实施 CURE 的教师体验。参与的机构包括：一所规模较小、以少数族裔为服务对象的女子本科为主的大学；一所规模较小的住宿制本科院校；一所中等规模的博士大学；以及一所大型社区学院。访谈在三个时间点进行：在专业发展（PD）之前、首次教授 CURE 的学期之后，以及至少两次教授 CURE 之后（一年后）。教师描述了教授 CURE 的资源、益处、挑战和感受。然而，预期的经验往往与实际经验不同。在资源、益处、挑战和感受方面也存在机构差异。CURE PD 的意义包括具体内容，如教授有效的研究小组合作策略、制定学生提案以及学生时间管理等。
