Author(s):
Need: Course-based Undergraduate Research Experiences (CUREs) have been broadly recognized for increasing accessibility of undergraduate research experiences, but implementation of these experiences is uneven. Open Educational Resource (OER) CUREs in ecology and evolution using both freely available data resources and open access programs have the potential to reduce barriers to implementation for resource-limited institutions. Evidence on the impacts of CUREs using digital resources on student learning and science identity across student populations and institutional types could encourage broader development and implementation of these types of CUREs. Guiding Question: Our investigations examine the impacts of digital OER CUREs in ecology and evolution using open access data and programs on student learning and science identity. This study will assess the impact of four CUREs developed by the Biological Collection in Ecology and Evolution Network (BCEENET) using digitized natural history collections data freely available on the internet. These flexible CUREs can be implemented in online, hybrid, and in-person formats and have been taught in six to sixteen week timespans. Specifically, we seek to assess the extent to which CUREs using digitized natural history collections data have the capacity to enhance students’ self-efficacy, science identity, and skills related to data science and geospatial reasoning. Outcomes: Leveraging the established BCEENET implementer community and CURE implementation training program, we plan to assess the impacts of CUREs across diverse institution types including research institutions, MSIs, PUIs, and 2-year institutions and student populations. We are also developing new concept inventories on introductory data sciences skills and geospatial skills. If successful, this project will contribute to our understanding of how accessible digital CUREs impact students differently across institutions and demographic populations.Broader Impacts: Through increasing our understanding of how accessible CUREs impact student populations, we hope to encourage greater CURE implementation at all institution types, increasing opportunities for students to engage in undergraduate research. These student research experiences could also contribute to creating a knowledgeable STEM workforce and informed non-STEM population.
Coauthors
Kathryn M. Weglarz, Westfield State University, Westfield, MA; Matthew Johnson, Texas Tech University, Lubbock, TX; Lisa B. Limeri, Texas Tech University, Lubbock, TX; Cecily D. Bronson, The George Washington University, Washington, DC; Juliet Lee, Westfield State University, Westfield, MA; Kristen Genet, Anoka-Ramsey Community College, Coon Rapids, MN; Adania Flemming, University of Florida, Gainesville, FL; Carly N. Jordan, The George Washington University, Washington, DC
