The pedagogical framework of a course-based undergraduate research experience (CURE) involves having students learn essential experimental techniques, design an experiment, carry out the experiment, interpret data and communicate results (McLaughlin & Coyle, 2016). Common assessments used in a CURE are a research proposal, lab notebook, and manuscript/poster/presentation. However, there are several challenges with the use of the lab notebook as an assessment tool. For example, grading of the lab notebook often occurs after an experiment is complete. Errors in understanding or calculations are not caught prior to the students performing the experiment which can lead to a waste of expensive reagents and potentially limit the ability to do CUREs with molecular techniques. Furthermore, finding and assessing information in a lab notebook is extremely time consuming and comments may not be read or understood. To address these issues, I deconstructed the lab notebook into experimental plans and data submissions. Using these assessments, my observations in the lab (echoes in student feedback) are that students come to the lab more prepared, understand the protocol, and feel confident in their ability to troubleshoot if something goes wrong. Importantly, the experimental plans can be peer graded in class while the instructor goes over the information. This provides important, timely, and relevant feedback to the students. Lastly, the use of experimental plans and data submissions allows the scaffolding of assessments for the scientific communication pieces (manuscript/poster/presentation).?
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