Assessment of Student Learning in Undergraduate Courses with Collaborative Projects from the Ecological Research as Education Network (EREN)

Autor/inn/en	Anderson, Laurel J.; Dosch, Jerald J.; Lindquist, Erin S.; McCay, Timothy S.; Machado, Jose-Luis; Kuers, Karen; Gartner, Tracy B.; Shea, Kathleen L.; Mankiewicz, Carol; Rodgers, Vikki L.; Saunders, Patricia A.; Urban, Rebecca A.; Kilgore, Jason S.; Powell, Amanda S.; Ramage, Benjamin S.; Steinweg, J. Megan; Straub, Jacob N.; Bunnell, Sarah L.; Witkovsky-Eldred, Marissa
Titel	Assessment of Student Learning in Undergraduate Courses with Collaborative Projects from the Ecological Research as Education Network (EREN)
Quelle	In: Scholarship and Practice of Undergraduate Research, 4 (2020) 1, S.15-29 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2476-101X
Schlagwörter	Undergraduate Students; Student Research; Cooperation; Science Process Skills; Scientific Research; College Science; Information Skills; Outcomes of Education; Ecology; Courses; Pretests Posttests; Wisconsin; New York; Minnesota (Saint Paul); Ohio; Tennessee; Massachusetts; Pennsylvania; North Carolina (Raleigh); Virginia + Suchen Sie Ihr Suchwort? Studentenforschung; Co-operation; Kooperation; Informationskompetenz; Orientierungswissen; Lernleistung; Schulerfolg; Ökologie; Kursangebot; Master-Studiengang
Abstract	Multisite, course-based undergraduate research experiences (CUREs) in the Ecological Research as Education Network (EREN) were assessed for impacts on student learning of collaborative science skills using a survey that could serve as a starting point for a validated assessment instrument for multisite CUREs. Pretests/posttests were administered across multiple courses and institutions, capturing effects of diverse EREN projects and pedagogies on collaborative knowledge. Students' scientific collaboration and data management skills improved most in small, upper-level courses. The amount of EREN content in a course was positively associated with posttest scores for 60 to 86 percent of assessment survey questions. However, no learning gains were seen for some questions, and some cases of low competency and effects of timing and place of assessment testing were observed in student scores. EREN CUREs need further development to maximize their potential. (As Provided).
Anmerkungen	Council on Undergraduate Research. 734 15th Street NW Suite 850, Washington, DC 20005. Tel: 202-783-4810; Fax: 202-783-4811; e-mail: cur@cur.org; e-mail: SPUR@cur.org; Web site: https://www.cur.org/what/publications/journals/spur/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01