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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. Bridging Trade-Offs between Traditional and Course-Based Undergraduate Research Experiences by Building Student Communication Skills, Identity, and Interest

   https://doi.org/10.1128/jmbe.00156-21  

   Burmeister, Alita R.; Dickinson, Katie; Graham, Mark J. (September 2021, Journal of Microbiology & Biology Education)

   null (Ed.)

   ABSTRACT Undergraduate research plays an important role in the development of science students. The two most common forms of undergraduate research are those in traditional settings (such as internships and research-for-credit in academic research labs) and course-based undergraduate research experiences (CUREs). Both of these settings offer many benefits to students, yet they have unique strengths and weaknesses that lead to trade-offs. Traditional undergraduate research experiences (UREs) offer the benefits of personalized mentorship and experience in a professional setting, which help build students’ professional communication skills, interest, and scientific identity. However, UREs can reach only a limited number of students. On the other end of the trade-off, CUREs offer research authenticity in a many-to-one classroom research environment that reaches more students. CUREs provide real research experience in a collaborative context, but CUREs are not yet necessarily equipping students with all of the experiences needed to transition into a research lab environment outside the classroom. We propose that CURE instructors can bridge trade-offs between UREs and CUREs by deliberately including learning goals and activities in CUREs that recreate the benefits of UREs, specifically in the areas of professional communication, scientific identify, and student interest. To help instructors implement this approach, we provide experience- and evidence-based guidance for student-centered, collaborative learning opportunities. 

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3. A Call to Assess the Impacts of Course-Based Undergraduate Research Experiences for Career and Technical Education, Allied Health, and Underrepresented Students at Community Colleges

   https://doi.org/10.1187/cbe.21-11-0318  

   Leonetti, Cori T.; Lindberg, Heather; Schwake, David Otto; Cotter, Robin L. (March 2023, CBE—Life Sciences Education)

   Tanner, Kimberly (Ed.)

   Limited data are available on the differential impacts course-based undergraduate research experiences (CUREs) have on subpopulations of community college (CC) students, including those in allied health, career and technical education, and nursing pathways (workforce). This essay addresses CC demographics, student success, and assessment practices for CUREs. 

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4. 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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5. Incorporating Course-based Undergraduate Research Experience into Introductory Chemistry Course; Gender Inequities in STEM Education

   Alexandria Xena Singapan, Irene Lin (July 2022, Journal of laboratory chemical education)

   Dr. Alice Suroviec (Ed.)

   Approaches to student-centered active learning have evolved. The progression in course-design has led to the development of new learning paradigms such as collaborative, problem based, and project-based learning. Course-based undergraduate research experiences (CUREs) are a learning pedagogy that infuses research experiences within the curriculum. This method of instruction increases opportunities for students to participate in more authentic education experiences and is especially beneficial in the science education pathway. CUREs encourage students to be autonomous and emphasize teamwork. Our research proposes methodologies that can maximize student performance, particularly benefiting underrepresented and underprepared female students. Pre- and post- assessments of a CURE classroom were administered to gauge student engagement and success in a General Chemistry course. Specifically, our research focuses on female engagement in CURE projects and overall success and retention rates to test if the teaching methods will support increased gender equity in STEM. 

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