Course-based research experiences (CREs) are powerful strategies for spreading learning and improving persistence for all students, both science majors and nonscience majors. Here we address the crucial components of CREs (context, discovery, ownership, iteration, communication, presentation) found across a broad range of such courses at a variety of academic institutions. We also address how the design of a CRE should vary according to the background of student participants; no single CRE format is perfect. We provide a framework for implementing CREs across multiple institutional types and several disciplines throughout the typical four years of undergraduate work, designed to a variety of student backgrounds. Our experiences implementing CREs also provide guidance on overcoming barriers to their implementation.
This is the publisher's version of the work. This publication appears in Gettysburg College's institutional repository by permission of the copyright owner for personal use, not for redistribution.
Staub, Nancy, Lawrence Blumer, Christopher Beck, Veronique Delesalle, Gerald Griffin, Robert Merritt, Bettye Hennington, Wendy Grillo, Gail Hollowell, Sandra White, Catherine Mader. "Course-based Science Research Promotes Learning in Diverse Students at Diverse Institutions." CUR Quarterly 38, no. 2 (Winter 2016). pp. 36-46.
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Original version available from the publisher at: http://www.cur.org/publications/curquarterly/