A course-based research experience in environmental water quality in a graduate course: comparing flipped and non-flipped formats.

Course-based research experiences (CREs) integrate authentic research into coursework. While the benefits of CREs are well documented at the undergraduate level, less is known about their impact at the graduate level. This study examined a CRE embedded in a graduate course offered in flipped and non-flipped formats. Through the CRE, students developed and applied environmental water quality research skills while investigating runoff contributions of antibiotic-resistant bacteria to the Santa Monica Bay, California, USA. The CRE was assessed using a pre-post survey (N = 23) containing objective and subjective measures of student learning. Objective measures demonstrated gains in test performance (mean difference [MD = 0.48], P = 0.013). Subjective measures indicated increased confidence in research skills (MD = 0.32), understanding of environmental water quality (MD = 0.83, P = 0.002), engagement (MD = 0.25), and career interest and preparedness (MD = 0.20). Students in the flipped format exhibited greater objective and subjective gains than those in the non-flipped format. Men achieved larger objective gains, whereas women reported larger subjective gains, with the differences in subjective gains being statistically significant. First-generation and non-first-generation students accomplished comparable objective gains, although first-generation students experienced higher subjective gains. These findings support the integration of CREs into graduate courses and the evaluation of delivery formats. Results also suggest that connecting scientific inquiry to local manifestations of global environmental challenges can prepare, engage, and empower students as research partners.