This dissertation is accessible only to the Illinois State University community.

  • Off-Campus ISU Users: To download this item, click the "Off-Campus Download" button below. You will be prompted to log in with your ISU ULID and password.
  • Non-ISU Users: Contact your library to request this item through interlibrary loan.

Graduation Term

Fall 2024

Degree Name

Master of Science (MS)

Department

School of Biological Sciences

Committee Chair

Rebekka Darner

Committee Member

Jan-Ulik Dahl Member

Committee Member

Lydia Kyei-Blankson

Abstract

In the last decade, course-based undergraduate experiences (CUREs) have increased in popularity due to their cost-effectiveness in enhancing students content knowledge, self-efficacy, science identity, and enrollment in postgraduate programs. Intrigued by gains in student outcomes reported by CURE researchers, I conducted a study consisting of two phases. Phase one involved a systematic review of existing literature to understand the potential of Course-based Undergraduate Research Experiences (CUREs) in developing Science Communication (SciComm) skills among undergraduates, resulting in the CUREComm framework for integrating SciComm into CUREs. In phase two, the CUREComm framework was applied to a microbiology course, and its effectiveness in enhancing student research outcomes and SciComm skills was evaluated.

Using the review methods outlined by Cochrane (Higgins & Thomas, 2023), a comparative analysis of pedagogical strategies used in CUREs and SciComm was made. Both CUREs and SciComm engage students in blogging and infographic activities, analyzing data, analyzing scientific literature, oral and written presentations of findings with feedback. However, there is underutilization of SciComm instructional strategies in CUREs. Based on the findings of the literature review, I developed a framework for infusing explicit SciComm skill development into CUREs and field-tested the framework in an upper-level microbiology course in an R2 institution in the Midwest United States. I assessed the robustness of the CURE-Comm Framework to enhance students SciComm skills when engaging with a diversity of audiences, while preserving the inherent CURE structure. Gains in student outcomes were measured using surveys, in-class observations, and analysis of podcast and post-course interviews. Survey results showed statistically significant improvement in students' ability to communicate scientific information to diverse audiences, research comprehension, ethics, and practical skills. Students’ survey results revealed no significant increase in communication skills to non-science audiences, researcher identity, confidence and independence, and equity, diversity, and inclusion awareness. However, analysis of in-class presentations, podcast interviews, and interviews outside of the course revealed important gains in all areas that were not detected by the survey. This thesis puts forth the CURE-Comm Framework as a guide to CURE implementations that the instructor wants to couple with explicit SciComm skill development and assessment, particularly communication with lay audiences.

Access Type

Thesis-ISU Access Only

Download
Off-Campus Download

Share

COinS