Bee The CURE: Increasing Student Science Self-Efficacy, Science Identity, and Predictors of Scientific Civic Engagement in a Community College CURE.

"Bee the CURE" is a Power-of-Place course-based undergraduate research experience (PoP-CUREs; Jaeger , 2024) that combines place-based education (Demarest, 2014; Gruenewald, 2014) with CUREs, emphasizing student civic engagement where research is relevant to the community where the research is taking place. PoP-CUREs have potential to build students' knowledge, skills, value, and self-efficacy when engaging with the public using science skills (i.e.

Broadening Participation in Biology Education Research: A role for affinity groups in promoting social connectivity, self-efficacy, and belonging.

Discipline-based education research (DBER) has experienced dramatic growth over recent years, but with growth comes concerns about whether DBER efforts accurately represent the education landscape. By many measures, DBER does not feature a representative range of institutional contexts or a diverse array of voices. Numerous professional development efforts have sought to broaden DBER participation.

Predictors of Scientific Civic Engagement (PSCE) Survey: A Multidimensional Instrument to Measure Undergraduates' Attitudes, Knowledge, and Intention to Engage with the Community Using Their Science Skills.

Civic engagement is an individual's active participation that is intended to improve a community's socioeconomic status or help shape its future. Undergraduates who engage with a community during formal course work are more likely to participate civically later in life. This outcome is important for science, technology, engineering and math (STEM) students since they use STEM knowledge to make informed decisions about public health, national security and the environment.

Engaging with CC Bio INSITES: Experiences of Barriers, Supports, and Belonging in Community College Faculty Participating in Biology Education Research.

In an effort to increase community college (CC) biology education research (BER), an NSF-funded network called CC Bio INSITES (Community College Biology Instructor Network to Support Inquiry into Teaching and Education Scholarship; INSITES for short) was developed to provide intellectual, resource, and social support for CC faculty (CCF) to conduct BER. To investigate the efficacy of this network, we asked about the barriers and supports INSITES CCF have experienced when conducting BER and how specific INSITES supports have mitigated barriers and provided support for network members to engage in BER. We conducted interviews and focus groups with 17 network participants, representing 15 different CCs.

Students' Emotions, Perceived Coping, and Outcomes in Response to Research-Based Challenges and Failures in Two Sequential CUREs.

The ability to navigate scientific obstacles is widely recognized as a hallmark of a scientific disposition and is one predictor of science, technology, engineering, and mathematics persistence for early-career scientists. However, the development of this competency in undergraduate research has been largely underexplored. This study addresses this gap by examining introductory students' emotional and behavioral responses to research-related challenges and failures that occur in two sequential research-based courses.

Community College Instructors' Perceptions of Constraints and Affordances Related to Teaching Quantitative Biology Skills and Concepts.

Quantitative skills are an important competency for undergraduate biology students and should be incorporated early and frequently in an undergraduate's career. Community colleges (CCs) are responsible for teaching introductory biology to a large proportion of biology and prehealth students, and quantitative skills are critical for their careers. However, we know little about the challenges and affordances that CC instructors encounter when incorporating quantitative skills into their courses.

Defining and Measuring Students' Interest in Biology: An Analysis of the Biology Education Literature.

Understanding how students develop biology interests and the roles interest plays in biology contexts could help instructors and researchers to increase science, technology, engineering, and mathematics students' motivation and persistence. However, it is currently unclear how interest has been defined or measured in the biology education research literature. We analyzed this body of literature to determine how interest has been defined and used by the biology education research community.

Undergraduates Phenotyping Knockouts in a Course-Based Undergraduate Research Experience: Exploring Plant Fitness and Vigor Using Quantitative Phenotyping Methods.

We present a curriculum description, an initial student outcome investigation, and sample scientific results for a representative Course-Based Undergraduate Research Experience (CURE) that is part of the "Undergraduates Phenotyping Knockouts" (unPAK) network. CUREs in the unPAK network characterize quantitative phenotypes of the model plant from across environments to uncover connections between genotype and phenotype. Students in unPAK CUREs grow plants in a replicated block design and make quantitative measurements throughout the semester.

FAIL Is Not a Four-Letter Word: A Theoretical Framework for Exploring Undergraduate Students' Approaches to Academic Challenge and Responses to Failure in STEM Learning Environments.

Navigating scientific challenges, persevering through difficulties, and coping with failure are considered hallmarks of a successful scientist. However, relatively few studies investigate how undergraduate science, technology, engineering, and mathematics (STEM) students develop these skills and dispositions or how instructors can facilitate this development in undergraduate STEM learning contexts. This is a critical gap, because the unique cultures and practices found in STEM classrooms are likely to influence how students approach challenges and deal with failures, both during their STEM education and in the years that follow.

Students Who Fail to Achieve Predefined Research Goals May Still Experience Many Positive Outcomes as a Result of CURE Participation.

Course-based undergraduate research experiences (CUREs) provide students opportunities to engage in research in a course. Aspects of CURE design, such as providing students opportunities to make discoveries, collaborate, engage in relevant work, and iterate to solve problems are thought to contribute to outcome achievement in CUREs. Yet how each of these elements contributes to specific outcomes is largely unexplored.

Effects of Discovery, Iteration, and Collaboration in Laboratory Courses on Undergraduates' Research Career Intentions Fully Mediated by Student Ownership.

Course-based undergraduate research experiences (CUREs) provide a promising avenue to attract a larger and more diverse group of students into research careers. CUREs are thought to be distinctive in offering students opportunities to make discoveries, collaborate, engage in iterative work, and develop a sense of ownership of their lab course work. Yet how these elements affect students' intentions to pursue research-related careers remain unexplored.

Scientific Presenting: Using Evidence-Based Classroom Practices to Deliver Effective Conference Presentations.

Scientists and educators travel great distances, spend significant time, and dedicate substantial financial resources to present at conferences. This highlights the value placed on conference interactions. Despite the importance of conferences, very little has been studied about what is learned from the presentations and how presenters can effectively achieve their goals.

Broadening Participation in Biology Education Research: Engaging Community College Students and Faculty.

Nearly half of all undergraduates are enrolled at community colleges (CCs), including the majority of U.S. students who represent groups underserved in the sciences.

A Guide for Graduate Students Interested in Postdoctoral Positions in Biology Education Research.

Postdoctoral positions in biology education research (BER) are becoming increasingly common as the field grows. However, many life science graduate students are unaware of these positions or do not understand what these positions entail or the careers with which they align. In this essay, we use a backward-design approach to inform life science graduate students of postdoctoral opportunities in BER.

The Laboratory Course Assessment Survey: A Tool to Measure Three Dimensions of Research-Course Design.

Course-based undergraduate research experiences (CUREs) are increasingly being offered as scalable ways to involve undergraduates in research. Yet few if any design features that make CUREs effective have been identified. We developed a 17-item survey instrument, the Laboratory Course Assessment Survey (LCAS), that measures students' perceptions of three design features of biology lab courses: 1) collaboration, 2) discovery and relevance, and 3) iteration.

Modeling course-based undergraduate research experiences: an agenda for future research and evaluation.

Course-based undergraduate research experiences (CUREs) are being championed as scalable ways of involving undergraduates in science research. Studies of CUREs have shown that participating students achieve many of the same outcomes as students who complete research internships. However, CUREs vary widely in their design and implementation, and aspects of CUREs that are necessary and sufficient to achieve desired student outcomes have not been elucidated.