Submission Type
Poster
Abstract
A novel chemistry laboratory curriculum centered on course-based undergraduate research experiences (CUREs) has been developed at the State University of New York College at Geneseo, a primarily undergraduate institution. CUREs are introduced in students’ first year laboratory experiences and are scaffolded in a multi-year sequence spanning a range of chemistry subdisciplines (general, organic, inorganic, capstone) throughout the 4-year curriculum. We present qualitative analysis of open-ended questions in post-course student survey responses, including reflections of the personal experiences of the student authors. Identified strengths (e.g. problem-solving, presentation skills and early experience with research) and weaknesses (e.g. failure to yield results and high stress situations) help inform the ongoing design and implementation of the CURE laboratory curriculum. There have been four courses offered in major disciplines of chemistry (organic, inorganic, general, and capstone), each with their own unique CURE project, that students could take over the course of their degree. At the beginning and end of each course, an anonymous feedback form was sent out to students. They had the opportunity to discuss any techniques learned, if they would take another CURE-based course in the future, and any other pertinent feedback. This presentation will qualitatively analyze the responses and student perspectives on the efficacy of a CURE-based curriculum, including the personal experiences of the authors.
Recommended Citation
Hymowitz, Maddy, "015-Qualitative Analysis of Student Experiences in Novel Multi-Year CURE Curriculum" (2024). GREAT Day Posters. 6.
https://knightscholar.geneseo.edu/great-day-symposium/great-day-2024/posters-2024/6
015-Qualitative Analysis of Student Experiences in Novel Multi-Year CURE Curriculum
A novel chemistry laboratory curriculum centered on course-based undergraduate research experiences (CUREs) has been developed at the State University of New York College at Geneseo, a primarily undergraduate institution. CUREs are introduced in students’ first year laboratory experiences and are scaffolded in a multi-year sequence spanning a range of chemistry subdisciplines (general, organic, inorganic, capstone) throughout the 4-year curriculum. We present qualitative analysis of open-ended questions in post-course student survey responses, including reflections of the personal experiences of the student authors. Identified strengths (e.g. problem-solving, presentation skills and early experience with research) and weaknesses (e.g. failure to yield results and high stress situations) help inform the ongoing design and implementation of the CURE laboratory curriculum. There have been four courses offered in major disciplines of chemistry (organic, inorganic, general, and capstone), each with their own unique CURE project, that students could take over the course of their degree. At the beginning and end of each course, an anonymous feedback form was sent out to students. They had the opportunity to discuss any techniques learned, if they would take another CURE-based course in the future, and any other pertinent feedback. This presentation will qualitatively analyze the responses and student perspectives on the efficacy of a CURE-based curriculum, including the personal experiences of the authors.