TY - JOUR
T1 - Integrating Authentic Scientific Research in a Conservation Course–Based Undergraduate Research Experience
AU - Sorensen, Amanda E.
AU - Corral, Lucía
AU - Dauer, Jenny M.
AU - Fontaine, Joseph J.
N1 - Funding Information:
We would like to thank C. Helmke, T. Frink, S. Wilson, D. Betz, and J. Carroll for their help in implementing the course, and D. Bhattacharya and two anonymous reviewers for their thoughtful comments. Funding was received from the Nebraska Environmental Trust grant 15-202-3 and Federal Aid in Wildlife Restoration project T-86-R, administered by the Nebraska Game and Parks Commission. Any use of trade, firm, or product names is for descriptive purposes only and does not imply endorsement by the US government. The Nebraska Cooperative Fish and Wildlife Research Unit is supported by a cooperative agreement among the US Geological Survey, the Nebraska Game and Parks Commission, the University of Nebraska, the US Fish and Wildlife Service, and the Wildlife Management Institute.
Funding Information:
We would like to thank C. Helmke, T. Frink, S. Wilson, D. Betz, and J. Carroll for their help in implementing the course, and D. Bhattacharya and two anonymous reviewers for their thoughtful comments. Funding was received from the Nebraska Environmental Trust grant 15‐202‐3 and Federal Aid in Wildlife Restoration project T‐86‐R, administered by the Nebraska Game and Parks Commission. Any use of trade, firm, or product names is for descriptive purposes only and does not imply endorsement by the US government. The Nebraska Cooperative Fish and Wildlife Research Unit is supported by a cooperative agreement among the US Geological Survey, the Nebraska Game and Parks Commission, the University of Nebraska, the US Fish and Wildlife Service, and the Wildlife Management Institute.
Publisher Copyright:
Copyright © 2018 by the American Society of Agronomy.
PY - 2018/12
Y1 - 2018/12
N2 - Core Ideas: Field-based conservation CUREs can engage more students in authentic research. Model-based pedagogy in CUREs allows students to grapple with complexity of scientific research. Post CURE, student assessment shows science skill gains and clarity in professional goals. Post CURE, students are more likely to talk with friends, family, or the public about wildlife conservation. Course-based undergraduate research experiences (CUREs) have been developed to overcome barriers including students in research. However, there are few examples of CUREs that take place in a conservation and natural resource context with students engaging in field research. Here, we highlight the development of a conservation-focused CURE integrated to a research program, research benefits, student self-assessment of learning, and perception of the CURE. With the additional data, researchers were able to refine species distribution models and facilitate management decisions. Most students reported gains in their scientific skills, felt they had engaged in meaningful, real-world research. In student reflections on how this experience helped clarify their professional intentions, many reported being more likely to enroll in graduate programs and seek employment related to science. Also interesting was all students reported being more likely to talk with friends, family, or the public about wildlife conservation issues after participating, indicating that courses like this can have effects beyond the classroom, empowering students to be advocates and translators of science. Field-based, conservation-focused CUREs can create meaningful conservation and natural resource experiences with authentic scientific teaching practices.
AB - Core Ideas: Field-based conservation CUREs can engage more students in authentic research. Model-based pedagogy in CUREs allows students to grapple with complexity of scientific research. Post CURE, student assessment shows science skill gains and clarity in professional goals. Post CURE, students are more likely to talk with friends, family, or the public about wildlife conservation. Course-based undergraduate research experiences (CUREs) have been developed to overcome barriers including students in research. However, there are few examples of CUREs that take place in a conservation and natural resource context with students engaging in field research. Here, we highlight the development of a conservation-focused CURE integrated to a research program, research benefits, student self-assessment of learning, and perception of the CURE. With the additional data, researchers were able to refine species distribution models and facilitate management decisions. Most students reported gains in their scientific skills, felt they had engaged in meaningful, real-world research. In student reflections on how this experience helped clarify their professional intentions, many reported being more likely to enroll in graduate programs and seek employment related to science. Also interesting was all students reported being more likely to talk with friends, family, or the public about wildlife conservation issues after participating, indicating that courses like this can have effects beyond the classroom, empowering students to be advocates and translators of science. Field-based, conservation-focused CUREs can create meaningful conservation and natural resource experiences with authentic scientific teaching practices.
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U2 - 10.4195/nse2018.02.0004
DO - 10.4195/nse2018.02.0004
M3 - Article
AN - SCOPUS:85090541108
SN - 2168-8273
VL - 47
SP - 1
EP - 10
JO - Natural Sciences Education
JF - Natural Sciences Education
IS - 1
ER -