• Open Access

Impacts on student learning, confidence, and affect in a remote, large-enrollment, course-based undergraduate research experience in physics

Alexandra Werth, Colin G. West, and H. J. Lewandowski
Phys. Rev. Phys. Educ. Res. 18, 010129 – Published 13 April 2022
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Abstract

Over the last decade, course-based undergraduate research experiences (CUREs) have been recognized as a way to improve undergraduate science, technology, engineering, and mathematics education by engaging students in authentic discovery. CUREs have been shown to have positive benefits similar to traditional undergraduate research experiences; however, they can reach a larger number of students and are open to all students who enroll in the course. Motivated by the need to redesign the large introductory physics lab at The University of Colorado–Boulder to be fully remote in response to the COVID-19 pandemic, we designed and implemented the first remote, large-enrollment, physics CURE. Here, we detail the motivations and the challenges when designing the course, and provide detailed descriptions of the course components. Throughout the course, we collected course artifacts and administered surveys to the students. Based on these data sources, we find that this course helped students gain research skills and coding confidence, engage in productive and enjoyable teamwork experiences, and feel motivated and interested in experimental physics research.

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  • Received 31 January 2022
  • Accepted 16 March 2022
  • Corrected 28 April 2022

DOI:https://doi.org/10.1103/PhysRevPhysEducRes.18.010129

Published by the American Physical Society under the terms of the Creative Commons Attribution 4.0 International license. Further distribution of this work must maintain attribution to the author(s) and the published article’s title, journal citation, and DOI.

Published by the American Physical Society

Physics Subject Headings (PhySH)

Physics Education Research

Corrections

28 April 2022

Correction: The title was not presented properly and has been rectified.

Authors & Affiliations

Alexandra Werth1,2,*, Colin G. West1, and H. J. Lewandowski1,2

  • 1Department of Physics, University of Colorado, Boulder, Colorado 80309, USA
  • 2JILA, National Institute of Standards and Technology and University of Colorado, Boulder, Colorado 80309, USA

  • *alexandra.werth@colorado.edu

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Issue

Vol. 18, Iss. 1 — January - June 2022

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