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

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.