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Early Engagement in Course-Based Research Increases Graduation Rates and Completion of Science, Engineering, and Mathematics Degrees

Rodenbusch, Stacia E ; Hernandez, Paul R ; Simmons, Sarah L ; Dolan, Erin L Knight, Jennifer

CBE life sciences education, 2016-06, Vol.15 (1), p.ar20 [Periódico revisado por pares]

United States: American Society for Cell Biology

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Título:
Early Engagement in Course-Based Research Increases Graduation Rates and Completion of Science, Engineering, and Mathematics Degrees
Autor: Rodenbusch, Stacia E ; Hernandez, Paul R ; Simmons, Sarah L ; Dolan, Erin L
Knight, Jennifer
Assuntos: Academic Achievement ; Biology ; College Science ; Continental Population Groups ; Control Groups ; Correlation ; Curriculum ; Educational Measurement ; Engineering - education ; Female ; Grade Point Average ; Graduation Rate ; Hierarchical Linear Modeling ; Humans ; Learner Engagement ; Male ; Mathematics - education ; Predictor Variables ; Probability ; Regression (Statistics) ; Regression Analysis ; Research - education ; Science - education ; Science Instruction ; STEM Education ; Texas (Austin) ; Undergraduate Students ; Undergraduate Study ; Universities
É parte de: CBE life sciences education, 2016-06, Vol.15 (1), p.ar20
Notas: ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
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Descrição: National efforts to transform undergraduate biology education call for research experiences to be an integral component of learning for all students. Course-based undergraduate research experiences, or CUREs, have been championed for engaging students in research at a scale that is not possible through apprenticeships in faculty research laboratories. Yet there are few if any studies that examine the long-term effects of participating in CUREs on desired student outcomes, such as graduating from college and completing a science, technology, engineering, and mathematics (STEM) major. One CURE program, the Freshman Research Initiative (FRI), has engaged thousands of first-year undergraduates over the past decade. Using propensity score--matching to control for student-level differences, we tested the effect of participating in FRI on students' probability of graduating with a STEM degree, probability of graduating within 6 years, and grade point average (GPA) at graduation. Students who completed all three semesters of FRI were significantly more likely than their non-FRI peers to earn a STEM degree and graduate within 6 years. FRI had no significant effect on students' GPAs at graduation. The effects were similar for diverse students. These results provide the most robust and best-controlled evidence to date to support calls for early involvement of undergraduates in research.
Editor: United States: American Society for Cell Biology
Idioma: Inglês

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Early Engagement in Course-Based Research Increases Graduation Rates and Completion of Science, Engineering, and Mathematics Degrees

Rodenbusch, Stacia E ; Hernandez, Paul R ; Simmons, Sarah L ; Dolan, Erin L Knight, Jennifer

United States: American Society for Cell Biology

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