Course-Based Versus Field Undergraduate Research Experiences

Authors

  • Jonathan Graves University of British Columbia

DOI:

https://doi.org/10.20343/teachlearninqu.9.2.17

Keywords:

Undergraduate research, course-based undergraduate research experiences, experiential learning, curriculum development

Abstract

This paper compares undergraduate course-based research experiences to field-based research experiences to understand the relationship between these different forms of experiential learning. I study undergraduate research experiences across an economics department at a large Canadian research university. Statistical analysis indicates there are not large differences between field- and course-based experiences. The main differences favour course-based instruction, with course-based experiences associated with more independent thinking and relevant task engagement. Overall, I conclude curriculum designers should focus attention on proper course-based curriculum design rather than simply trying to adapt “research-like” experiences into the classroom.

Metrics

Metrics Loading ...

References

Allgood, Sam, and Amanda Bayer. 2017. “Learning Outcomes for Economists.” American Economic Review 107, no. 5: 660–64. https://doi.org/10.1257/jep.20.3.143.

Auchincloss, Lisa Corwin, Sandra L. Laursen, Janet L. Branchaw, Kevin Eagan, Mark Graham, David I. Hanauer, Gwendolyn Lawrie. 2014. “Assessment of Course-Based Undergraduate Research Experiences: A Meeting Report.” CBE Life Sciences Education 13, no. 1: 29–40. https://doi.org/10.1187/cbe.14-01-0004.

Bangera, Gita, and Sara E. Brownell. 2014. “Course-Based Undergraduate Research Experiences Can Make Scientific Research More Inclusive.” CBE-Life Sciences Education 13, no. 4: 602–6. https://doi.org/10.1187/cbe.14-06-0099.

Beckman, Mary, and Nancy Hensel. 2009. “Making Explicit the Implicit: Defining Undergraduate Research.” CUR Quarterly 29, no. 4: 40–44.

Belland, B. R. 2017. Instructional Scaffolding in STEM Education: Strategies and Efficacy Evidence, 144. Springer Nature.

Belland, B. R., Walker, A. E., & Kim, N. J. (2017). A Bayesian Network Meta-analysis to Synthesize the Influence of Contexts of Scaffolding use on Cognitive Outcomes in STEM Education. Review of Educational Research, 87, no. 6: 1042–81.

Brownell, Sara E., and Matthew J. Kloser. 2015. “Toward a Conceptual Framework for Measuring the Effectiveness of Course-Based Undergraduate Research Experiences in Undergraduate Biology.” Studies in Higher Education 40, no. 3: 525–44. https://doi.org/10.1080/03075079.2015.1004234.

Butcher, Kristin F., and Akila Weerapana. 2017. “Striving to Involve Undergraduates in Economic Research at Wellesley College.” The Journal of Economic Education 48, no. 4: 295–300. https://doi.org/10.1080/00220485.2017.1353462.

Cohen, Jacob. 2013. Statistical Power Analysis for the Behavioral Sciences. Academic Press.

Cooley, Eileen L., Amber L. Garcia, and Jennifer L. Hughes. 2008. “Undergraduate Research in Psychology at Liberal Arts Colleges: Reflections on Mutual Benefits for Faculty and Students.” North American Journal of Psychology 10, no. 3.

DeLoach, Stephen B., Elizabeth Perry-Sizemore, and Mary O. Borg. 2012. “Creating Quality Undergraduate Research Programs in Economics: How, When, Where (and Why).” The American Economist 57, no. 1: 96–110. https://doi.org/10.1177/056943451205700108.

Dika, Sandra L. 2012. “Relations with Faculty as Social Capital for College Students: Evidence from Puerto Rico.” Journal of College Student Development 53, no. 4: 596–610. https://doi.org/10.1353/csd.2012.0051.

Dolan, Erin L. 2016. “Course-Based Undergraduate Research Experiences: Current Knowledge and Future Directions.” National Research Council Committee Papers, 1–34.

Feyrer, James. 2017. “Undergraduate Research in the Dartmouth Economics Department.” The Journal of Economic Education 48, no. 4: 306–9. https://doi.org/10.1080/00220485.2017.1353463.

Gibson, Pamela Reed, Arnold S. Kahn, and Virginia Andreoli Mathie. 1996. “Undergraduate Research Groups: Two Models.” Teaching of Psychology 23, no. 1: 36–38. https://doi.org/10.1207/s15328023top2301_7.

Hansen, W. Lee. 1986. “What Knowledge is Most Worth Knowing–for Economics Majors?” The American Economic Review 76, no. 2: 149–52.

Hoyt, Gail M., and KimMarie McGoldrick. 2017. “Promoting Undergraduate Research in Economics.” American Economic Review 107, no. 5: 655–59. https://doi.org/10.1257/aer.p20171069.

Jumaat, N. F., & Tasir, Z. (2014, April). Instructional Scaffolding in Online Learning Environment: A Meta-analysis. In 2014 International Conference on Teaching & Learning in Computing and Engineering, 74–77. IEEE.

Kilgo, C.A., Sheets, J.K.E. and Pascarella, E.T., 2015. The Link Between High-Impact Practices and Student Learning: Some Longitudinal Evidence. Higher Education 69, no. 4: 509–25.

Kloser, Matthew J., Sara E. Brownell, Nona R. Chiariello, and Tadashi Fukami. 2011. “Integrating Teaching and Research in Undergraduate Biology Laboratory Education.” PLoS Biology 9, no. 11: e1001174. https://doi.org/10.1371/journal.pbio.1001174.

Kreber, Carolin. 2013. Authenticity in and through Teaching in Higher Education: The Transformative Potential of the Scholarship of Teaching. Routledge.

Lazear, Edward P. 2000. “Economic Imperialism.” The Quarterly Journal of Economics 115, no. 1: 99–146.

Lopatto, David. 2004. “Survey of Undergraduate Research Experiences (SURE): First Findings.” Cell Biology Education 3, no. 4: 270–77. https://doi.org/10.1187/cbe.04-07-0045.

Mäki, Uskali. 2009. “Economics Imperialism: Concept and Constraints.” Philosophy of the Social Sciences 39, no. 3: 351–80.

Mook, Laurie. 2002. “Exclusion and Inclusion in Student-Faculty Informal Interaction: A Critical Perspective.” Current Issues in Comparative Education 2, no. 2: 155.

O*NET OnLine. 2020. U.S. Department of Labor. https://www.onetonline.org/.

Pascarella, Ernest T. 1984. “College Environmental Influences on Students’ Educational Aspirations.” The Journal of Higher Education 55, no. 6: 751–71. https://doi.org/10.1080/00221546.1984.11778692.

Rowland, Susan, Rhianna Pedwell, Gwen Lawrie, Joseph Lovie-Toon, and Yu Hung. 2016. “Do We Need to Design Course-Based Undergraduate Research Experiences for Authenticity?” CBE-Life Sciences Education 15, no. 4: 79. https://doi.org/10.1187/cbe.16-02-0102.

Stein, Sarah J., Geoff Isaacs, and Trish Andrews. 2004. “Incorporating Authentic Learning Experiences within a University Course.” Studies in Higher Education 29, no. 2: 239–58. https://doi.org/10.1080/0307507042000190813.

University of British Columbia (UBC) Annual Report. 2020. VSE. University of British Columbia.

Wei, Cynthia A., and Terry Woodin. 2011. “Undergraduate Research Experiences in Biology: Alternatives to the Apprenticeship Model.” CBE Life Sciences Education 10, no. 2: 123–31. https://doi.org/10.1187/cbe.11-03-0028.

Wiggins, Grant, Grant P. Wiggins, and Jay McTighe. 2005. Understanding by Design. Ascd

Downloads

Published

2021-09-14

How to Cite

Graves, Jonathan. 2021. “Course-Based Versus Field Undergraduate Research Experiences”. Teaching and Learning Inquiry 9 (2). https://doi.org/10.20343/teachlearninqu.9.2.17.