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. Preliminary analysis of the initial cohort of students enrolled in the student indicates 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