TABLE 6.
Laboratory course assessment survey.
| Item | Avg | SD |
| Iteration | 4.2 | 0.8 |
| Share and compare data with other students | 4.7 | 0.8 |
| Revise drafts of papers or presentations based on feedback | 4.3 | 1.1 |
| Revise or repeat analyses based on feedback | 4.1 | 1.1 |
| Collect and analyze additional data to address new questions | 3.9 | 1.2 |
| Change the methods of the investigation | 3.8 | 1.2 |
| Discovery | 4.1 | 0.8 |
| Formulate my own research questions or hypothesis | 4.3 | 1.0 |
| Develop new arguments based on data | 4.2 | 1.0 |
| Revise or repeat work to account for errors or fix problems | 4.2 | 1.1 |
| Explain how my work has resulted in new scientific knowledge | 4.2 | 1.1 |
| Conduct an investigation to find something previously unknown | 4.1 | 1.0 |
| Generate novel results that could be of interest to the community | 3.6 | 1.2 |
| Collaboration | 3.5 | 0.6 |
| Discuss elements of my investigation with classmates or instructors | 3.7 | 0.6 |
| Reflect on what I was learning with others | 3.7 | 0.7 |
| Share problems and seek input on how to address them | 3.6 | 0.8 |
| Contribute my ideas and suggestions during class discussions | 3.5 | 0.8 |
| Help other students collect or analyze data | 3.4 | 0.9 |
| Provide constructive criticism and challenge each other’s interpretations | 3.1 | 1.0 |
Items are grouped into three dimensions related to some of the CURE design elements: iteration, discovery, and collaboration. Items in the iteration and discovery dimensions are on a six-point Likert-like scale (1 = strongly disagree, 6 = strongly agree), and items in the collaboration dimension are on a four-time frequency scale (1 = never, 4 = weekly). Average (Avg) and standard deviation (SD) for each dimension and item are reported.