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Tiny Earth CURE Demonstrates Equitable Benefits for U.S. College Science Students.

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Summary

Course-based undergraduate research experiences (CURE) improve science students' confidence and identity. These research opportunities promote persistence in STEM fields for diverse learners.

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Area of Science:

  • STEM Education Research
  • Undergraduate Science Pedagogy

Background:

  • Course-based undergraduate research experiences (CURE) are vital for retaining students in STEM.
  • The specific mechanisms through which CUREs foster student integration and persistence remain unclear.
  • Understanding these mechanisms is crucial for improving STEM education and broadening participation.

Purpose of the Study:

  • To investigate how the Tiny Earth CURE influences students' scientific self-efficacy, identity, values, and persistence intentions.
  • To explore the role of the tripartite integration model of social influence (TIMSI) in understanding CURE impacts.
  • To examine demographic and course characteristic variations in CURE-induced gains.

Main Methods:

  • Longitudinal study employing pre- and post-course assessments.
  • Utilized the tripartite integration model of social influence (TIMSI) framework.
  • Analyzed data from students participating in the Tiny Earth antibiotic-discovery CURE.

Main Results:

  • Significant increases in scientific self-efficacy and identity were observed among students in the Tiny Earth CURE.
  • Gains in TIMSI factors correlated with increased intentions to persist in science.
  • Demographic factors and course characteristics moderated some gains, but not persistence intentions.

Conclusions:

  • The Tiny Earth CURE effectively and equitably enhanced students' scientific self-efficacy and identity.
  • The curriculum maintained orientation toward scientific values and STEM persistence intentions across diverse groups.
  • CUREs, like Tiny Earth, show promise in fostering inclusive STEM learning environments.