Collaborative Around Research Experiences for Teachers (CARET)

Core Leadership

John Keller, California State University System; Bruce Johnson, University of Arizona; Jordan Gerton, the University of Utah; and Elisa Stone, University of California, Berkeley

Announcements

January 2020

CARET has a newly published review article on research experiences. This paper provides a comprehensive review of 307 papers published between 2007 and 2017 that include course-based undergraduate research experiences (CUREs), undergraduate research experiences (UREs), and teacher research experiences (TREs) programs, with a special focus on research experiences for K–12 teachers. The field of biology was the predominant scientific disciplinary focus. Findings suggest a lack of studies explicitly targeting 1) participation and outcomes related to learners from underrepresented populations, 2) a theoretical framework that guides program design and analysis, and, for TREs, 3) methods for translation of research experiences into K–12 instructional practices, and 4) measurement of impact on K–12 instructional practices.

Krim, J. S., Coté, L. E., Schwartz, R. S., Stone, E. M., Cleeves, J. J., Barry, K. J., ... & Keller, J. M. (2019). Models and Impacts of Science Research Experiences: A Review of the Literature of CUREs, UREs, and TREs. CBE—Life Sciences Education, 18(4), ar65. Available at https://www.lifescied.org/doi/full/10.1187/cbe.19-03-0069 .

About CARET

The Collaborative Around Research Experiences for Teachers (CARET) promotes cross-institutional collaboration involving research and assessment into commonalities, differences, and impacts of teacher-researcher programs, and contributes to the body of knowledge around research experiences for undergraduates. CARET is a collaborative of 21 individuals representing 14 institutions with interest an investment in teacher researcher programs. In total, these institutions support eight teacher research experience programs for preservice and in-service teachers. Through the efforts of this RAC, we have created several products to propel the work: a Theory of Change diagram, an accompanying Theory of Change description, a logic model, the coding guide that governed our literature review, the common assessment framework that built our shared assessment instrument, and a manuscript under review.

Shared Assessment Instrument

During academic year 2016-17, the collaborative developed a pilot assessment instrument that could be administered across teacher researcher programs. This shared assessment instrument was administered to 130 participants in four programs at the beginning of Summer 2017 to 190 participants in six programs at the end of Summer 2017. The results from this pilot administration were analyzed at a CARET Meeting held in San Diego California in January 2018. Minor modifications were made to the instrument which has been re-administered to 120 participants in four programs at the beginning of Summer 2018 and to 115 participants in four programs at the end of Summer 2018. During Summer 2019, the tool was administered to 55 participants in two programs at the beginning of the Summer and the post survey is currently being administered.

Literature Review Published

During the 2018-19 academic year, CARET completed a literature review of 307 peer-reviewed publications regarding undergraduate research experiences (UREs), course based undergraduate research experiences (CUREs), and teacher research experiences (TREs).  In December 2019, the Collaborative Around Research Experiences for Teachers (CARET) published a literature review titled "Models and Impacts of Science Research Experiences: A Review of the Literature of CUREs, UREs, and TREs" in CBE – Life Sciences Education16F16F[1].  This paper reviews recent research regarding undergraduate research experiences (UREs), course-based undergraduate research experiences (CUREs), and teacher research experiences (TREs).  Central findings include "lack of studies explicitly targeting 1) participation and outcomes related to learners from underrepresented populations, 2) a theoretical framework that guides program design and analysis, and, for TREs, 3) methods for translation of research experiences into K–12 instructional practices, and 4) measurement of impact on K–12 instructional practices."  This article was also featured in an ARISE blogpost titled "Is This 'TRE' for Me? A Review of the Literature on Teacher Research Experiences and Impact on K-12 STEM Classrooms" published on April 6, 2020.

Article: Krim, J. S., Coté, L. E., Schwartz, R. S., Stone, E. M., Cleeves, J. J., Barry, K. J., ... & Keller, J. M. (2019). Models and impacts of science research experiences: A review of the literature of CUREs, UREs, and TREs. CBE—Life Sciences Education, 18(4), ar65.

Activities after funding from NSEC

In 2019, CARET submitted a DKR-12 Conference Proposal to bring together stakeholders and instrument development experts to develop concept papers and collaborative research investigations around TREs.  The proposal received favorable reviews but was not funded.  Since March 2020, CARET has been meeting biweekly and weekly to build upon the findings of the above works to advance the collaborative's research agenda, with plans to submit a DRK-12 proposal to NSF.

CARET RAC Members

Additional RAC participants

Related References/Resources

  • Auchincloss, L.C., Laursen, S.L., Branchaw, J.L., Eagan, K., Graham, M., Hanauer, D.I., Lawrie, G., McLinn, C.M., Pelaez, N., Rowland, S., Towns, M., Trautmann, N.M., Varma-Nelson, P., Weston, T.J., and Dolan, E.L. (2014) Assessment of Course-Based Undergraduate Research Experiences: A Meeting Report. CBE Life Sci Educ. 2014 Spring; 13(1): 29–40. doi: 10.1187/cbe.14-01-0004.
    Committee on Science, Engineering, and Public Policy. (2011). Expanding Underrepresented Minority Participation. Washington, DC: The National Academies Press.
  • Eagan, Jr., M.K., Hurtado, S., Chang, M.J., Garcia, G.A., Herrera, F.A., and Garibay, J.C. (2013). Making a difference in science education: The impact of undergraduate research programs American Educational Research Journal, 50, 683-713.
    Linn, M.C., Palmer, E., Baranger, A., Gerard, E., and E. Stone. (2015). Undergraduate research experiences: Impacts and opportunities. Science 347, 627
  • Sadler, T.D., Burgin, S., McKinney, L., Ponjuan, L. (2010) Learning science through research apprenticeships: A critical review of the literature. J. Res. Sci. Teach. 47, 235 (2010). doi:
    10.1002/tea.20326.