Department of Biology, Portland State University, Portland, OR 97201.
Department of Biological Sciences, The University of Texas at El Paso, El Paso, TX 79968.
CBE Life Sci Educ. 2023 Dec;22(4):es4. doi: 10.1187/cbe.22-09-0183.
Course-based undergraduate research experiences (CUREs) offer an expanding avenue to engage students in real-world scientific practices. Increasingly, CUREs are instructed by graduate teaching assistants (TAs), yet TAs may be underprepared to facilitate and face unique barriers when teaching CUREs. Consequently, unless TAs are provided professional development (PD) and resources to teach CUREs effectively, they and their students may not reap the assumed benefits of CURE instruction. Here, we describe three perspectives - that of the CURE TA, the CURE designer/facilitator, and the CURE student - that are collectively intended to inform the development of tentative components of CURE TA PD. We compare these perspectives to previous studies in the literature in an effort to identify commonalities across all sources and offer potential insights for advancing CURE TA PD efforts across a diversity of institutional environments. We propose that the most effective CURE TA PD programs will promote the use of CURE-specific instructional strategies as benchmarks for guiding change in teaching practices and should focus on three major elements: 1) enhancement of research and teaching acumen, 2) development of effective and inclusive mentoring practices, and 3) identification and understanding of the factors that make CUREs a unique learning experience.
课程为本的本科生研究经历 (CURE) 为学生参与真实世界的科学实践提供了一个不断扩大的途径。越来越多的 CURE 由研究生助教 (TA) 指导，但 TA 可能在指导 CURE 方面准备不足，面临独特的障碍。因此，除非 TA 获得有效的专业发展 (PD) 和资源来教授 CURE，否则他们和他们的学生可能无法获得预期的 CURE 教学收益。在这里，我们描述了三个视角——CURE TA、CURE 设计者/促进者和 CURE 学生——旨在为制定 CURE TA PD 的暂定组成部分提供信息。我们将这些视角与文献中的先前研究进行比较，以努力在所有来源中识别共性，并为在各种机构环境中推进 CURE TA PD 工作提供潜在的见解。我们提出，最有效的 CURE TA PD 计划将促进使用特定于 CURE 的教学策略，作为指导教学实践变革的基准，并应侧重于三个主要要素：1) 增强研究和教学能力，2) 发展有效的和包容的指导实践，3) 识别和理解使 CURE 成为独特学习体验的因素。
