Timothy J. Weston

Assessment of Course-Based Undergraduate Research Experiences: A Meeting Report

This report presents a summary of a meeting on assessment of course-based undergraduate research experiences (CUREs), including an operational definition of a CURE, a summary of research on CUREs, relevant findings from studies of undergraduate research internships, and recommendations for future research on and evaluation of CUREs.

The Benefits of Multi-Year Research Experiences: Differences in Novice and Experienced Students’ Reported Gains from Undergraduate Research

This mixed-methods study explores differences in novice and experienced undergraduate students’ perceptions of their cognitive, personal, and professional gains from engaging in scientific research. The study was conducted in four different undergraduate research (UR) programs at two research-extensive universities; three of these programs had a focus on the biosciences. Seventy-three entry-level and experienced student researchers participated in in-depth, semi-structured interviews and completed the quantitative Undergraduate Research Student Self-Assessment (URSSA) instrument. Interviews and surveys assessed students’ developmental outcomes from engaging in UR. Experienced students reported distinct personal, professional, and cognitive outcomes relative to their novice peers, including a more sophisticated understanding of the process of scientific research. Students also described the trajectories by which they developed not only the intellectual skills necessary to advance in science, but also the behaviors and temperament necessary to be a scientist. The findings suggest that students benefit from multi-year UR experiences. Implications for UR program design, advising practices, and funding structures are discussed.

The Undergraduate Research Student Self-Assessment (URSSA): Validation for Use in Program Evaluation

To assess the validity of the Undergraduate Research Student Self-Assessment, or URSSA, a survey used to evaluate undergraduate research programs, researchers examined factor structure, score correlation, and reliability. Survey item blocks represented separate but related constructs; average scores from indicators were moderately to highly correlated and highly reliable.

A profile of student computer use, training, and proficiency

TO EXAMINE STUDENT COMPUTER USE, training and proficiency patterns, 688 undergraduate students were surveyed at a large state university. Students reported which computer applications they used and how they learned specific computer applications. They also rated their proficiency with computers. Common computer applications such as word processing and spreadsheets, Web browsers, and e-mail were used by 84%–90% of students; 86% of students own a computer. Eighty-nine percent of the students agreed or strongly agreed with the statement, “my computer skills are adequate for my professors’ needs.” Approximately 25% of students considered themselves advanced computer users. Correlates with student ratings of proficiency included programming skills and the use of other operating and hardware systems, but also extended to construction of Web sites, the use of newsgroups, and the ability to use the Web for research. The predominant way students reported learning about the use of e-mail, the Web, and spread-sheets was informally; increased use of common applications was not correlated with formal training. Finally, even when major and class standing were held constant, differences existed for males and females in the use of specialized applications and self-ratings of proficiency. But, substantive gender differences were not evident for the use of common applications.

The climate change collection: a case study on digital library collection review and the integration of research, education and evaluation

Validating the scientific quality and potential of digital resources use in classroom settings has become a major focus of recent digital library efforts such as the Digital Library for Earth System Education (DLESE). The Climate Change Collection is thematic collection of digital resources relating to the topic of global climate change and natural climate variability designed as a pilot project for reviewing the scientific quality and pedagogical potential of selected digital resources using a focused and streamlined approach. The collection offers a case-study in integrating research and education through the collaborative efforts of an interdisciplinary review team made up of professionals from the fields of climate research, geoscience education, cognitive psychology, and evaluation. Each participant received a stipend for their involvement in the process. Designed as an experiment in streamlined collection development, it is anticipated that the experience of the Climate Change Collection effort will help inform future digital library review and collection-building efforts