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1. Innovate and empower: the malate dehydrogenase course-based undergraduate research experiences and community of practice

   https://doi.org/10.1042/EBC20230074  

   DeChenne-Peters, Sue Ellen; Scheuermann, Nicole L; Parente, Amy D; Zhang, Jing (October 2024, Essays in Biochemistry)

   Provost, Joseph; Cornely, Kathleen; Parente, Amy; Peterson, Celeste; Springer, Amy (Ed.)

   Abstract College science programs exhibit high rates of student attrition, especially among Students of Color, women, members of the LGBTQ+ community, and those with disabilities. Many of the reasons students choose to leave or feel pushed out of science can be mitigated through participation in faculty-mentored research. However, faculty resources are limited, and not every student has access to faculty mentoring due to systemic or structural barriers. By bringing authentic scientific research into the classroom context, course-based undergraduate research experiences (CUREs) expand the number of students who participate in research and provide benefits similar to faculty-mentored research. Instructors also benefit from teaching CUREs. Using a systematic review of 14 manuscripts concerning the Malate Dehydrogenase CUREs Community (MCC) and malate dehydrogenase (MDH) CUREs, we demonstrate that CUREs can be implemented flexibly, are authentic research experiences, generate new scientific discoveries, and improve student outcomes. Additionally, CURE communities offer substantial advantages to faculty wishing to implement CUREs. 

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2. Training for Responsible and Ethical Management of Lab Notebooks in a Course-Based Undergraduate Research Experience

   https://doi.org/10.1128/jmbe.00024-22  

   Hills, Sonia; Light, Caitlin J (August 2022, Journal of Microbiology & Biology Education)

   Course-based undergraduate research experiences (CUREs) represent an innovative educational strategy to engage more science, technology, engineering, and math undergraduates in authentic research experiences. Research shows that student participation in CUREs results in positive student outcomes similar to those for traditional research experiences. 

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3. CURES and the Microbiome

   Flowers, L (July 2024, International journal of science and research)

   A significant problem facing higher education institutions is the inability to incorporate professional development training in the curriculum. Many pedagogical strategies have been developed in the last two decades to address this academic deficiency. Course-based undergraduate research experiences (CUREs) are an evidence - based approach with positive student outcomes. CUREs permit many science, technology, engineering, and mathematics (STEM) undergraduate students to participate in the scientific process and thus prepare students for the rigors of future graduate and professional school programs and careers. CUREs are a pedagogical and training method suitable for STEM departments of all sizes. They can accommodate smaller institutions that may have restrictive budgets and financial resources to offer authentic, faculty - mentored research experiences to most STEM matriculants. The animal microbiome and phytomicrobiome represent the total collection of microbes in animals and plants, respectively. Exploring microbial diversity and the functional attributes of microbes and microbial products in animals and plants presents an immeasurable number of CUREs student projects that can be developed. The conflation of CUREs and the field of microbiomics is a potentially beneficial marriage with advantageous results. Future educational research exploring the effects of animal microbiome and phytomicrobiome CUREs projects on student outcomes and other factors will assist educational researchers and STEM faculty. 

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4. Improving access to undergraduate research using digitized natural history collections course‐based research experiences

   https://doi.org/10.1002/ecs2.70038  

   Krumm, Janice L; Jordan, Carly N; Bronson, Cecily D; Weglarz, Kathryn M; Genet, Kristen; Johnson, Matthew G; Phillips, Molly; Flemming, Adania; Shea, Elizabeth K; Hewlett, James; et al (November 2024, Ecosphere)

   Abstract Course‐based undergraduate research experiences (CUREs) can be a powerful tool in broadening participation in undergraduate research. In this paper, we review the benefits of and barriers to undergraduate research experiences and explore how CUREs can mitigate some of those issues. As a part of the NSF‐supported Biological Collections in Ecology and Evolution Network (BCEENET) activities, a series of network meetings produced a set of recommendations to increase the accessibility of CUREs for all students at all institution types. We use BCEENET CUREs that focus on digitized natural history collections data to illustrate how leveraging adaptable open educational resources that use freely available data and analysis tools can increase accessibility of undergraduate research. We also discuss how inclusive networks of educators and research collaborators can support broadening CURE implementation. 

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5. Classroom undergraduate research experiences are a “CURE” that increases engagement by students and teachers

   https://doi.org/10.1093/femsle/fnab036  

   Scott, Kathleen M (March 2021, FEMS Microbiology Letters)

   null (Ed.)

   ABSTRACT It is widely acknowledged that having experience conducting research is invaluable for undergraduate science students. Most undergraduate research is undertaken by students in a mentor's laboratory, but this limits the number of opportunities for students, as each laboratory can only take on a certain number of undergraduate researchers each semester. Additionally, it is also widely acknowledged that it is difficult for teachers to meet research goals while providing the best possible coursework for undergraduate students. Both of these bottlenecks can be circumvented via Classroom Undergraduate Research Experiences (CUREs), which integrate research into the curricula of structured undergraduate classes. Students enrolled in classes that include CUREs conduct research to address open-ended questions as part of their coursework. In this commentary, I describe the many ways in which CUREs are helpful for students and teachers, as well as considerations for designing successful CUREs. I provide several examples of CUREs from Microbial Physiology laboratory classes and Genomics classes that I have taught. Results from these CUREs have been successfully integrated into many peer-reviewed publications in which the students are co-authors, which has been a boon both to students’ post-baccalaureate opportunities, as well as my research agenda. 

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