University of Colorado at Boulder

Other Forms of Undergraduate Experiential Education

Course-based Undergraduate Research Experiences

We worked with a group gathered by CUREnet to consider opportunities and challenges for evaluating research-based courses in the sciences, also known as course-based undergraduate research experiences (CUREs). This meeting report proposes a definition of a CURE and offers a framework for thinking about how to assess student outcomes.

Auchincloss, L. C., Laursen, S. L., Branchaw, J. L., Eagan, K., Graham, M., Hanauer, D. I., Lawrie, G., McLinn, C. M., Pelaez, N., Rowland, S., Towns, M., Trautmann, N. M., Varma-Nelson, P., Weston, T. J., & Dolan, E. L. (2014).  Assessment of Course-based Undergraduate Research Experiences—A meeting reportCBE-Life Sciences Education,13:29-40; doi:10.1187/cbe.14-01-0004

Study Abroad in STEM

E&ER analyzed data from a retrospective alumni survey administered by Carleton College to investigate outcomes of participation in its Marine Biology Seminar, an intensive 10-week program in which students traveled to coastal and island sites in four countries. Findings documented strong impacts on alumni’s personal, intellectual and professional development, including effects on career choice and pathway. A majority of alumni planned or pursued a career in medicine or a science-related field.

Hunter, A.-B. (October, 2006). Final report on the qualitative analysis of five open-ended questions from the Carleton College Off-campus Studies alumni survey of the Marine Biology Seminar. Report to the Office of Off-campus Studies, Carleton College, Northfield, MN. Ethnography & Evaluation Research, University of Colorado, Boulder.

Internships in the Sciences

E&ER evaluated the Society of Physics Students (SPS) summer internship program in Washington, DC, by assessing interns’ journal entries. This program offered broad-based learning opportunities for undergraduate physics majors in scientific research, science education outreach and policy work. Student outcomes emphasized personal growth and professional gains associated with hands-on opportunities offered by their internship.

Hunter, A.-B. (May, 2007). Final report on the qualitative analysis of a sample of Society of Physics Students intern journals. Report to SPS, American Institute of Physics, Washington, DC. Ethnography & Evaluation Research, University of Colorado, Boulder.

E&ER conducted a formative evaluation of the Los Alamos National Laboratory (LANL) summer Student Internship program. Findings show that, more than an educational experience, participants viewed their LANL placement as a job in which they gained professional skills and experience. Most viewed it as a positive experience, especially in clarifying their career intentions. Inappropriate job placement and limited housing were identified as problematic.

DeAntoni, T., Pedersen-Gallegos, L., Hunter, A.-B., Marschke, R., Seymour, E., & Wiese, D. J. (2001). The Los Alamos National Laboratory Student Internship Program: A formative evaluation. Boulder, CO: University of Colorado at Boulder, Ethnography & Evaluation Research.

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