Meeting Abstract
Course-based Undergraduate Research Experiences (CUREs) have been proposed as a way to engage undergraduates in authentic research and to teach core concepts using inquiry-based activities. Compared to traditional labs, CUREs may better enhance intellectual independence and critical thinking because scientific outcomes are unknown. Here, we present preliminary outcomes of a CURE investigating tradeoffs between foraging and vigilance behaviors in squirrels. We developed and piloted a simple, focal-animal observation protocol that works across habitats and species. Students submitted data via Google and then analyzed the nationally aggregated dataset to test their own hypotheses. Last year, we implemented this activity across an array of colleges and courses (upper/lower division, majors/non-majors). Preliminary assessments suggest that students gained confidence in their research abilities and became more interested in science career paths after participation. Additionally, several students sought out independent research opportunities to extend their results (e.g., giving up density and/or camera traps). Our results suggest that participation in course-based research projects enhances not only students’ research skills but also their confidence in conducting research, which has important implications for their future as scientists and for increased retention/persistence of students from under-represented groups.
