Classification of Features across Five CURE Networks Reveals Opportunities to Improve Course Design, Instruction, and...

Area of Science:

• Biosciences
• Undergraduate Education
• Scientific Training

Background:

• Course-based undergraduate research experiences (CUREs) are vital for introducing students to authentic scientific participation.
• Existing CUREs demonstrate benefits for student interest and retention in biological sciences.
• Significant variation exists in CUREs' context, methodology, and authenticity, potentially influencing diverse student outcomes.

Purpose of the Study:

• To address the challenge of programmatic diversity in CUREs.
• To identify, catalogue, and classify 112 potential features of CUREs across the biosciences.
• To aid educators in understanding and refining CURE curricula for improved student engagement and learning.

Main Methods:

• Conducted interviews with 25 instructors experienced in diverse CUREs (e.g., Squirrel-Net, SEA-PHAGES, Tiny Earth).
• Collected expert content on CURE features and classified them into an organized list.
• Developed categories encompassing student experiences with the scientific process, technical skills, professional development, and scientific identity.

Main Results:

• Identified and catalogued 112 distinct features of CUREs.
• Classified CURE features into four main categories: scientific process, technical aspects, professional development, and scientific identity.
• Revealed wide variation in CURE feature implementation and highlighted ambiguity in definitions of crucial features.

Conclusions:

• CUREs exhibit considerable diversity in their components and approaches to student involvement.
• Ambiguous definitions of key CURE features can hinder efforts to ensure research authenticity and alignment with scientific goals.
• The study provides a classification framework and resources to support CURE design, instruction, and equity.