Department
Biology
Document Type
Article
Publication Date
Fall 9-2021
Abstract
Course-based undergraduate research experiences (CUREs) engage students in authentic research experiences in a course format and can sometimes result in the publication of that research. However, little is known about student-author perceptions of CURE publications. In this study, we examined how students perceive they benefit from authoring a CURE publication and what they believe is required for authorship of a manuscript in a peer-reviewed journal. All 16 students who were enrolled in a molecular genetics CURE during their first year of college participated in semistructured interviews during their fourth year. At the time of the interviews, students had been authors of a CURE publication for a year and a half. Students reported that they benefited personally and professionally from the publication. Students had varying perceptions of what is required for authorship, but every student thought that writing the manuscript was needed, and only two mentioned needing to approve the final draft. Additionally, we identified incomplete conceptions that students had about CURE publications. This work establishes student-perceived benefits from CURE publications and highlights the need for authorship requirements to be explicitly addressed in CUREs.
Recommended Citation
Turner, A. N., Challa, A. K., & Cooper, K. M. (2021). Student Perceptions of Authoring a Publication Stemming from a Course-Based Undergraduate Research Experience (CURE). CBE life sciences education, 20(3), ar46. https://doi.org/10.1187/cbe.21-02-0051
Included in
Biology Commons, Higher Education and Teaching Commons, Molecular Genetics Commons, Other Education Commons, Scholarship of Teaching and Learning Commons, Science and Mathematics Education Commons
Publication/Presentation Information
CBE-Life Sciences Education. 2021 Sep;20(3):ar46. doi: 10.1187/cbe.21-02-0051.