Course-based undergraduate research experiences (CUREs) are well-documented as high-impact practices that can broaden participation and success in STEM. Drawing primarily from a community of practice theoretical framework, we previously developed an interdisciplinary CURE course (Science Bootcamp) for STEM majors focused entirely on the scientific process. Among first-year students, Science Bootcamp leads to psychosocial gains and increased retention. In the current study, we test whether an online Science Bootcamp also improved outcomes for STEM transfer students-a group that faces "transfer shock," which can negatively impact GPA, psychosocial outcomes, and retention. To this end, we redesigned Science Bootcamp to a 2-week course for STEM transfer students to complete prior to beginning the fall semester at our 4-year institution. Due to the COVID-19 pandemic, the course was conducted in an entirely virtual format, using primarily synchronous instruction. Despite the course being virtual, the diverse group of STEM majors worked in small groups to conduct rigorous, novel empirical research projects from start to finish, even presenting their results in a poster symposium. Assessment data confirmed the compressed, online Science Bootcamp contained key CURE components-opportunities for collaboration, discovery and relevance, and iteration-and that students were highly satisfied with the course. Moreover, in line with our hypothesis, STEM transfer students who participated in the online Science Bootcamp experienced a range of psychosocial gains (e.g., belonging to STEM). In sum, these findings suggest our online Science Bootcamp promotes positive STEM outcomes, representing a highly flexible and affordable CURE that can be scaled for use at institutions of any size.

中文翻译：

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科学训练营走向虚拟：一个压缩的，跨学科的在线CURE促进了STEM转移学生的社会心理收益。

以课程为基础的本科研究经验（CURE）被证明是有影响力的实践，可以扩大STEM的参与和成功。我们主要是从实践理论框架的社区中提取的，我们之前为STEM专业的学生专门开发了一个跨学科的CURE课程（科学训练营），完全侧重于科学过程。在一年级学生中，科学训练营可带来社会心理收获并增加保留率。在当前的研究中，我们测试了在线科学训练营是否也改善了STEM转移学生的成绩-一个面临“转移冲击”的群体，这可能对GPA，社会心理结果和保留率产生负面影响。为此，我们将“科学训练营”重新设计为一个为期2周的课程，以供STEM转换学生在我们四年制的秋季学期开始之前完成。由于COVID-19大流行，该课程以完全虚拟的形式进行，主要使用同步指令进行。尽管课程是虚拟的，但不同的STEM专业组还是以小组形式工作，从头到尾进行严格，新颖的实证研究项目，甚至在海报发布会上展示其结果。评估数据证实，压缩的在线科学训练营包含关键的CURE组件-协作，发现和相关性以及迭代的机会-并且学生对该课程非常满意。此外，根据我们的假设，参加在线Science Bootcamp的STEM转移学生经历了一系列的社会心理收获（例如，属于STEM）。总而言之，这些发现表明我们的在线科学训练营可以促进STEM的积极成果，