Course-Based Undergraduate Research Experiences (CUREs) as Settings for Producing Competent Graduates: Grounding Perception with Measures of Core Competencies

Most studies of course-based undergraduate research experiences (CUREs) are limited by reliance on self-reported gains through surveys, and we seek resolution of this limitation by directly assessing gains from an immersive CURE that integrates bioinformatics analysis and conventional molecular experimentation. Science literacy, self-directed learning, critical thinking, and ability to develop argument were measured using rubrics designed to semi-quantitatively code writing assignments, journal club reports, and weekly learning logs. The CURE survey (Lopatto et al.) was modified to provide pre- and post-course measurement of perceptual gains in student skills, confidence, and science identity. Analysis of the initial cohort of students enrolled in the student indicate that gains in competence and self-directed learning are aligned with self-reported gains in science identity and scientific competence. We anticipate our tools and findings will inform efforts to build high-impact platforms for undergraduate research that can be scaled up throughout USG