TABLE 2.
Themes from interviews during three separate semesters (condensed)a
| Theme | Subtheme | Interviewsb |
||
|---|---|---|---|---|
| UAB1 | UAB2 | JSCC | ||
| Agar art (1) | Fit well in curriculum or was low stakes | 1, 3 | 1, 2 (b) | Post |
| Was cool, fun, or creative visualized outlet | 1 (a), 3 | 1 (c), 3 | Post (e) | |
| May have enjoyed but did not clearly help or fit well into curriculum | 1, 3 | 1, 3 (d) | ||
| Making own choices/designing experiments (2) | Enjoyable, able to apply knowledge | 1, 2, 3 | Post | |
| Felt unprepared, intimidated | 2 | 2 | ||
| Personal investment | Post (g) | |||
| Poster presentations (3) | Enjoyable to make and seeing what other experiments were on | 3 (h) | 3 (i) | |
| Research | Enjoyable yet unpredictable | 1 | Post | |
| Applied, generated knowledge | 1 | 1 | ||
| Interactive/hands on | 1 | 1, 2 | ||
| Visualizing changes | Liked visualizing biochemical tests | Post | ||
| Personal | Liked lecture professor regularly visited lab | 1, 2 | ||
| Liked their teacher, including teaching demos | 1, 2, 3 | 2, 3 | Post | |
| Felt listened to by education researcher team | 2 | 3 | ||
| Valued student lab teams/groups | 1 | 1 | ||
| Lab experiments | Felt rushed/fast paced | 2, 3 | 1, 2, 3 | |
| Statistics | Warranted more instructional time or prerequisite in statistics | 3 | 2, 3 | |
| Future goals | CURE not applicable to specific future goals (i.e., practicing medicine) | 2, 3 | ||
| CURE applicable to future goals (e.g., can put on CV) | 2 | |||
a
UAB interviews were at three different intervals throughout their respective semester: after agar art (1), after designing their own experiments (2), and after poster presentations (3). Italicized themes and themes not discussed in the main text are provided in Table S2 in the supplemental material.
b
JSCC interviews occurred just once, at the end of the semester, as indicated by “Post.” Lowercase letters in parentheses refer to representative student quotes in Text Box 3.