School of Life Sciences, Arizona State University, Tempe, AZ 85281.
CBE Life Sci Educ. 2024 Sep;23(3):ar41. doi: 10.1187/cbe.22-05-0096.
Course-based undergraduate research experiences (CUREs) offer students opportunities to engage in critical thinking and problem solving. However, quantitating the impact of incorporating research into undergraduate courses on student learning and performance has been difficult since most CUREs lack a comparable traditional course as a control. To determine how course-based research impacts student performance, we compared summative assessments of the traditional format for our upper division immunology course (2013-2016), in which students studied known immune development and responses, to the CURE format (2017-2019), in which students studied the effects of genetic mutations on immune development and responses. Because the overall class structure remained unaltered, we were able to quantitate the impact of incorporating research on student performance. Students in the CURE format class performed significantly better on quizzes, exams, and reports. There were no significant differences in academic levels, degree programs, or grade point averages, suggesting improved performance was due to increased engagement of students in research.
基于课程的本科生研究经历（CURE）为学生提供了参与批判性思维和解决问题的机会。然而，由于大多数 CURE 缺乏可与之相比的传统课程作为对照，因此量化将研究纳入本科课程对学生学习和表现的影响一直很困难。为了确定基于课程的研究对学生表现的影响，我们比较了我们的高年级免疫学课程的传统形式的总结性评估（2013-2016 年），在这种形式中，学生学习已知的免疫发育和反应，与 CURE 形式（2017-2019 年），在这种形式中，学生研究遗传突变对免疫发育和反应的影响。由于整体班级结构保持不变，我们能够量化将研究纳入学生表现的影响。在测验、考试和报告方面，CURE 格式班的学生表现明显更好。学术水平、学位课程或平均绩点没有显著差异，这表明表现的提高是由于学生更多地参与研究。
