Course-Based Undergraduate Research Experience: Music Education and Music Therapy Student Outcomes

2021 ◽  
pp. 105708372110021
Author(s):  
Abbey Dvorak ◽  
Eugenia Hernandez-Ruiz ◽  
Kevin M. Weingarten
Keyword(s):  
Content Analysis ◽  
Music Education ◽  
Student Outcomes ◽  
Undergraduate Research ◽  
Reliability Estimation ◽  
Research Experience ◽  
Self Assessment ◽  
Research Knowledge ◽  
Student Researchers ◽  
Psychology Course

The purpose of this study was to evaluate a course-based undergraduate research experience (CURE) in a required music psychology course and to measure student outcomes and conduct reliability estimation for the Research Skill Development Questionnaire (RSDQ) and Undergraduate Research Student Self-Assessment (URSSA). Student researchers ( N = 33) completed the URSSA and RSDQ. We analyzed URSSA Likert-type items using descriptive statistics and performed content analysis on open-ended responses. Student researchers reported moderate improvement across three subscales of Thinking and Working Like a Scientist, Personal Gains, and Research Skills, and some change for Attitudes and Beliefs. A comparison of pretest and posttest RSDQ subscale scores showed no significant change in participants’ self-reported research knowledge, skills, or dispositions. URSSA and RSDQ subscales demonstrated strong internal consistency. Based on content analysis of URSSA open-ended responses, participants reported interest in graduate school, greater understanding of and confidence about research, and plans to use research in their career.

scholarly journals Student music stimuli composition in a scaffolded course-based undergraduate research experience

2020 ◽  
Vol 1 (1) ◽  
pp. 1-32
Author(s):  
Abbey L. Dvorak ◽  
Eugenia Hernandez-Ruiz ◽  
Halle Nick ◽  
Ruowen Qi ◽  
Celeste Alderete ◽  
...  
Keyword(s):  
Music Education ◽  
Music Therapy ◽  
Undergraduate Research ◽  
Lessons Learned ◽  
Teaching Model ◽  
Research Experience ◽  
Education Students ◽  
Research Experiences ◽  
Graduate Assistants ◽  
Undergraduate Research Experiences

Course-based undergraduate research experiences (CURE) allow students opportunities to develop research skills. In a scaffolded CURE, music therapy and music education students composed, evaluated, and selected the music stimuli used in a music and mindfulness study with non-musicians at Site 1 and musicians at Site 2. The purposes of this paper are to (a) describe the process of student music stimuli composition and evaluation for use in a course-based undergraduate research experience and (b) identify benefits, challenges, and lessons learned from the viewpoints of students, graduate assistants, and faculty who participated in the multi-site study. Eight students, two graduate assistants, and two faculty provide an overview of the CURE teaching model and assignments, and share first-person accounts of their experiences participating in this CURE.  

Undergraduate Research in Kinesiology: Examples to Enhance Student Outcomes

2018 ◽  
Vol 7 (4) ◽  
pp. 305-313
Author(s):  
James A. Carson ◽  
John K. Petrella ◽  
Vanessa Yingling ◽  
Mallory R. Marshall ◽  
Jenny O ◽  
...  
Keyword(s):  
Service Learning ◽  
Undergraduate Education ◽  
Student Outcomes ◽  
Undergraduate Research ◽  
Higher Learning ◽  
Research Experience ◽  
High Quality Research ◽  
Research Experiences ◽  
Education Experience ◽  
Institutions Of Higher Learning

Undergraduate research is emphasized as a critical component of today’s science-based undergraduate education and widely accepted as an important part of the overall undergraduate education experience. While educators agree on the value of undergraduate research, significant challenges exist related to the design of the undergraduate research experience and the faculty member’s role in it. Additional challenges include providing high-quality research experiences that benefit the education of a large number of students while maintaining feasibility and cost-effectiveness. The scope of this review is to provide an overview of research and service-learning experiences in kinesiology departments at 3 institutions of higher learning that vary in size and mission.

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

2015 ◽  
Vol 14 (3) ◽  
pp. ar33 ◽  
Author(s):  
Timothy J. Weston ◽  
Sandra L. Laursen
Keyword(s):  
Cognitive Skills ◽  
Undergraduate Research ◽  
Affective Learning ◽  
Underlying Structure ◽  
Research Experience ◽  
Learning Gains ◽  
Self Assessment ◽  
Research Student ◽  
Item Responses ◽  
Highly Correlated

This article examines the validity of the Undergraduate Research Student Self-Assessment (URSSA), a survey used to evaluate undergraduate research (UR) programs. The underlying structure of the survey was assessed with confirmatory factor analysis; also examined were correlations between different average scores, score reliability, and matches between numerical and textual item responses. The study found that four components of the survey represent separate but related constructs for cognitive skills and affective learning gains derived from the UR experience. Average scores from item blocks formed reliable but moderate to highly correlated composite measures. Additionally, some questions about student learning gains (meant to assess individual learning) correlated to ratings of satisfaction with external aspects of the research experience. The pattern of correlation among individual items suggests that items asking students to rate external aspects of their environment were more like satisfaction ratings than items that directly ask about student skills attainment. Finally, survey items asking about student aspirations to attend graduate school in science reflected inflated estimates of the proportions of students who had actually decided on graduate education after their UR experiences. Recommendations for revisions to the survey include clarified item wording and increasing discrimination between item blocks through reorganization.

scholarly journals Student Outcomes From a Large-Enrollment Introductory Course-Based Undergraduate Research Experience on Soil Microbiomes

2021 ◽  
Vol 12 ◽  
Author(s):  
Stanley M. Lo ◽  
Bryan D. Le
Keyword(s):  
Self Efficacy ◽  
Student Outcomes ◽  
Undergraduate Research ◽  
Research Experience ◽  
Research Skills ◽  
Research Experiences ◽  
Design Elements ◽  
Mathematics Majors ◽  
Large Enrollment ◽  
And Mathematics

In recent years, national reports have called for undergraduate laboratory education that engages students in authentic research experiences. As a result, a number of course-based undergraduate research experiences (CUREs) have been developed in biological sciences and some specifically in microbiology. Students benefit from CUREs much like in traditional mentored research experiences, where students carry out independent projects in faculty laboratories. These benefits include increased self-efficacy in research skills, enhanced identification as scientists, and higher graduation rates in science, technology, engineering, and mathematics majors. Because mentored research experiences are not readily available to every student, CUREs represent a potential mechanism to democratize the research experience by providing such opportunities to all students. However, many of existing CUREs described in the literature are designed for advanced undergraduates or are limited to a small number of students. Here, we report student outcomes from a large-enrollment introductory CURE on soil microbiomes that engages students in a real-world context with microbiology. In pre- and post-course surveys, students reported significant gains in self-efficacy on a number of research skills. These results are triangulated with post-course survey data on project ownership, sense of community, and CURE design elements such as collaboration, iteration, discovery, and relevance.

scholarly journals Agar Art: a CURE for the Microbiology Laboratory

2021 ◽  
Author(s):  
Sarah J. Adkins-Jablonsky ◽  
Erin Arnold ◽  
Rachel Rock ◽  
Rosianna Gray ◽  
J. Jeffrey Morris
Keyword(s):  
Student Outcomes ◽  
Undergraduate Research ◽  
Microbiology Laboratory ◽  
Research Experience ◽  
Specific Activities

We previously developed and assessed “The Art of Microbiology,” a course-based undergraduate research experience (CURE) which uses agar art to spur student experimentation, where we found student outcomes related to science persistence. However, these outcomes were not correlated with specific activities and gains were not reported from more than one class.

scholarly journals A Low-Intensity, Hybrid Design between a “Traditional” and a “Course-Based” Research Experience Yields Positive Outcomes for Science Undergraduate Freshmen and Shows Potential for Large-Scale Application

2018 ◽  
Vol 17 (4) ◽  
pp. ar53
Author(s):  
Thushani Rodrigo-Peiris ◽  
Lin Xiang ◽  
Vincent M. Cassone
Keyword(s):  
Student Perceptions ◽  
Student Outcomes ◽  
Large Scale ◽  
Undergraduate Research ◽  
Future Research ◽  
Research Experience ◽  
Research Experiences ◽  
Stem Majors ◽  
Outcomes Evaluation ◽  
And Mathematics

Based on positive student outcomes, providing research experiences from early undergraduate years is recommended for science, technology, engineering, and mathematics (STEM) majors. To this end, we designed a novel research experience called the “STEMCats Research Experience” (SRE) for a cohort of 119 second-semester freshmen with diverse college preparatory levels, demographics, and academic majors. The SRE targeted student outcomes of enhancing retention in STEM majors, STEM competency development, and STEM academic performance. It was designed as a hybrid of features from apprenticeship-based traditional undergraduate research experience and course-based undergraduate research experience designs, considering five factors: 1) an authentic research experience, 2) a supportive environment, 3) current and future needs for scale, 4) student characteristics and circumstances, and 5) availability and sustainability of institutional resources. Emerging concepts for facilitating and assessing student success and STEM curriculum effectiveness were integrated into the SRE design and outcomes evaluation. Here, we report the efficient and broadly applicable SRE design and, based on the analysis of institutional data and student perceptions, promising student outcomes from its first iteration. Potential improvements for the SRE design and future research directions are discussed.

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

2012 ◽  
Vol 11 (3) ◽  
pp. 260-272 ◽  
Author(s):  
Heather Thiry ◽  
Timothy J. Weston ◽  
Sandra L. Laursen ◽  
Anne-Barrie Hunter
Keyword(s):  
Undergraduate Students ◽  
Undergraduate Research ◽  
Scientific Research ◽  
Cognitive Outcomes ◽  
Structured Interviews ◽  
Self Assessment ◽  
Research Experiences ◽  
Entry Level ◽  
Student Researchers ◽  
Research Students

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.

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