Funkhouser Jake A, Gregory Megan, Sanz Crickette
Department of Anthropology at Washington University, St. Louis, Missouri, United States.
Department of Evolutionary Anthropology at the University of Zurich, Zurich, Switzerland.
Bioscience. 2024 Jul 30;74(8):567-576. doi: 10.1093/biosci/biae060. eCollection 2024 Aug.
Access to independent research experiences is a persistent barrier that stifles the recruitment and retention of students from diverse backgrounds in ecology, evolution, and behavioral biology. The benefits of field experiences are not equitably available to historically excluded and minoritized students. In this article, we summarize evidence that indicates course-based undergraduate research experiences (CUREs) provide a solution to ensure equitable access to independent research experiences in the life sciences. We draw from our own experiences of teaching CUREs in ecology, evolution, and behavioral biology and provide the complete curriculum for our effective and largely materials-free CURE in behavioral ecology (CURE-BxEco). We advocate for greater access to and synthesize the benefits of CUREs to promote inclusivity in education. The proliferation of such innovative pedagogical practices benefits science because these classroom methods are critical in recruiting and retaining historically excluded and minoritized students, who offer diverse perspectives in research.
获得独立研究经历是一个长期存在的障碍，它阻碍了生态学、进化生物学和行为生物学领域中来自不同背景的学生的招募和留存。实地研究经历的益处并未公平地惠及那些在历史上被排斥和边缘化的学生。在本文中，我们总结了相关证据，表明基于课程的本科研究经历（CUREs）为确保公平获得生命科学领域的独立研究经历提供了一种解决方案。我们借鉴了自己在生态学、进化生物学和行为生物学领域教授CUREs的经验，并提供了我们在行为生态学方面有效且基本无需材料的CURE（CURE-BxEco）的完整课程。我们主张扩大对CUREs的参与并综合其益处，以促进教育的包容性。此类创新教学实践的推广对科学有益，因为这些课堂方法对于招募和留住历史上被排斥和边缘化的学生至关重要，这些学生在研究中提供了多样的视角。
