Redefining Authentic Research Experiences in Introductory Biology Laboratories and Barriers to Their Implementation
Open accessAbstract
Incorporating authentic research experiences in introductory biology laboratory classes would greatly expand the number of students exposed to the excitement of discovery and the rigor of the scientific process. However, the essential components of an authentic research experience and the barriers to their implementation in laboratory classes are poorly defined. To guide future reform efforts in this area, we conducted a national survey of biology faculty members to determine 1) their definitions of authentic research experiences in laboratory classes, 2) the extent of authentic research experiences currently experienced in their laboratory classes, and 3) the barriers that prevent incorporation of authentic research experiences into these classes. Strikingly, the definitions of authentic research experiences differ among faculty members and tend to emphasize either the scientific process or the discovery of previously unknown data. The low level of authentic research experiences in introductory biology labs suggests that more development and support is needed to increase undergraduate exposure to research experiences. Faculty members did not cite several barriers commonly assumed to impair pedagogical reform; however, their responses suggest that expanded support for development of research experiences in laboratory classes could address the most common barrier.
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Implementing CUREs requires sustained instructional and institutional support.
“However, implementing CUREs requires sustained instructional and institutional support.”
From Generative AI Expands the Intellectual Reach of Course Based Undergraduate Research Experiences (CUREs) (2026) · cites this paper as Spell et al. 2014
The Discussion identifies faculty time for professional and curriculum development as the most pressing need and proposes funded workshops and partnerships. But it does not establish that support must be sustained, and it says lack of administrator support was not a barrier in most cases, though it was a major barrier at minority-serving institutions. (LLM, conf=0.86)
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BackgroundAdapting to Osmotic Stress and the Process of Science
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“…capable of recognizing and addressing the evolving needs of students in research settings (Goodwin et al. 2022; Cooper et al. 2026), consequently placing substantial demands on instructor preparation and mentoring capacity (Spell et al. 2014; Craig 2017; DeChenne-Peters and Scheuermann 2022).”
- Authors
- Spell, R. M., Guinan, J. A., Miller, K. R., & Beck, C. W.
- Affiliations
- Emory University (US)
- Radford University (US)
- University of Georgia (US)
- Corresponding author
- Spell, Rachelle M.
- ORCID
- Beck, Christopher W.
- Venue
- CBE—Life Sciences Education
- Published
- 2014-03
- Volume
- 13
- Issue
- 1
- Pages
- 102-110
- ISSN
- 1931-7913 (ISSN-L)
- PMC
- PMC3940451
- OpenAlex
- W2142549834
- Cited by
- 183
- References
- 2
- Citations by year
- 2026: 5 · 2025: 8 · 2024: 17 · 2023: 24 · 2022: 16 · 2021: 22 · 2020: 20 · 2019: 19 · 2018: 14 · 2017: 16 · 2016: 10 · 2015: 9 · 2014: 3
- FWCI
- 65.15
- Type
- journal article
- Language
- en
- Open access
- hybrid
- doi.org
- Licence
- cc-by-nc-sa
- Locations
- CBE—Life Sciences Education (publishedVersion, cc-by-nc-sa)
- Europe PMC (PubMed Central) (publishedVersion, cc-by-nc-sa)
- PubMed Central (publishedVersion, cc-by-nc-sa)
- PubMed (publishedVersion)
- Funders
- National Science Foundation (1061798)
- Emory University
- Topics
- Social Sciences › Education › Science Education and Pedagogy
- Social Sciences › Education › Innovative Teaching Methods
- Life Sciences › Neuroscience › Cognitive Neuroscience › Undergraduate Neuroscience Education and Research
- Keywords
- authentic research experiences, introductory biology laboratory, undergraduate research, teacher perceptions, implementation barriers, scientific method, pedagogical reform, laboratory course design, faculty support
- MeSH terms
- Biology, Curriculum, Laboratories, Research, Models, Educational, Statistics, Nonparametric
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