An official website of the United States government
AbstractCourse-based Undergraduate Research Experiences (CUREs) bring the excitement of research into the classroom to improve learning and the sense of belonging in the field. They can reach more students, earlier in their studies, than typical undergraduate research. Key aspects are: students learn and use research methods, give input into the project, generate new research data, and analyze it to draw conclusions that are not known beforehand. CUREs are common in other fields but have been rare in materials science and engineering. I propose a paradigm for computational material science CUREs, enabled by web-based simulation tools from nanoHUB.org that require minimal computational skills. After preparatory exercises, students each calculate part of a set of closely related materials, following a defined protocol to contribute to a novel class dataset which they analyze, and also calculate an additional property of their choice. This approach has been used successfully in several class projects. Graphical abstract
more »
« less
This content will become publicly available on October 20, 2026
Course-Based Research and Mentorship: Results from a Multiterm Research Academy at a Minority-Serving Institution
ABSTRACT This article describes the creation of the Minority-Serving Institution Research Academy (MSIRA), a training and apprenticeship program for undergraduate political science students supported by the National Science Foundation and launched at the University of California, Riverside, in 2023. MSIRA is a course-based undergraduate research experience (CURE) in which students spend 10 weeks learning basic research methods through active-learning and team-based exercises. After the 10-week course, students provide 25 hours of research assistance for faculty mentors. We examine focus group and survey data from the first cohort of MSIRA fellows to describe its impact and to draw parallels and distinctions with other CUREs.
more »
« less
- Award ID(s):
- 2222122
- PAR ID:
- 10653984
- Publisher / Repository:
- PS: Political Science & Politics
- Date Published:
- Journal Name:
- PS: Political Science & Politics
- ISSN:
- 1049-0965
- Page Range / eLocation ID:
- 1 to 8
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
More Like this
-
-
Abstract The COVID‐19 pandemic forced educators to teach in an online environment. This was particularly challenging for those teaching courses that are intended to support bench science research. This practitioner article tells the story of how an instructor transformed their Course‐based Undergraduate Research Experience (CURE) using the Backwards Design Method into a synchronous online course. Research objectives in this transformed course included: conducting a literature review, identifying research questions and hypotheses based on literature, and developing practical and appropriate research methodologies to test these hypotheses. We provide details on how assignments were created to walk students through the process of research study design and conclude with recommendations for the implementation of an online CURE. Recommendations made by the instructor include scaffolding the design, building opportunities for collaboration, and allowing students to fail in order to teach the value of iteration. The Backwards Design framework naturally lends itself to a scaffolded instructional approach. By identifying the learning objectives and final assessment, the learning activities can be designed to help students overcome difficult concepts by filling in the gaps with purposeful instruction and collaborative opportunities. This present course also practiced iteration through the extensive feedback offered by the instructor and opportunities for students to revise their work as their understanding deepened. Anecdotally, based on end of course reviews, students overall had a positive experience with this course. Future work will examine the efficacy of student learning in this online environment and is forthcoming.more » « less
-
Undergraduate science students who volunteer within a research laboratory group, or participate in funded research opportunities, in general are those who have the opportunity to engage in authentic research. In this article, we report the findings from two different iterations of a semester-long collaboration between a biology faculty member and a science education faculty member at a major research institution in the Southeastern United States. Specifically, the faculty members designed an ecology laboratory course for upper-level undergraduate students (primarily biology majors) where they would engage in an original and highly authentic ecological research project. The goal of this course was to have students explicitly learn about the nature of science (NOS), and authentic scientific practices such as inquiry and experimentation in the context of their own research. In the second year of the course, the global COVID-19 pandemic forced us to modify our approach to accomplish the same goals, but now in a remote and online format. Using questionnaires, concept inventories, and semi-structured interviews, the impact of the course on students’ understandings of NOS, inquiry, and experimentation, in addition to their perspectives on the experience within the course compared to prior laboratory coursework, was investigated. We found that students showed modest gains in each of the aforementioned desirable outcomes. These gains were generally comparable in both face-to-face and remote course settings. Additionally, students shared with us their preference for authentic laboratory work as compared with the typical laboratory work with its given research question and step-by-step instructions. Our research demonstrates what is possible in both face-to-face and remote undergraduate laboratory courses in biology and the positive impact that was observed in our students. We hope it serves as a model for other scientists and science educators as they collaborate to design authentic research-based coursework for undergraduate biology students.more » « less
-
Cognitive science research on learning and instruction is often not directly connected to discipline-based research. In an effort to narrow this gap, this essay integrates research from both fields on five learning and instruction strategies: active retrieval, distributed (spaced) learning, dual coding, concrete examples, and feedback and assessment. These strategies can significantly enhance the effectiveness of science instruction, but they typically do not find their way into the undergraduate classroom. The implementation of these strategies is illustrated through an undergraduate science course for nonmajors called Science in Our Lives. This course provides students with opportunities to use scientific information to solve real-world problems and view science as part of everyday life.more » « less
-
We developed a new Citizen Science Undergraduate Research Experience that engages two-year college students in application of the scientific method in order to increase STEM participation, interest, and skills. The research experience was designed to leverage the local, flood-prone urban setting of the two-year college with the class structure and flexibility of an 8-week course to provide students with diverse academic backgrounds and interests the opportunity to conduct an authentic research project on the consequences of flooding in central Texas. We describe our adaptable Citizen Science Research Experience course model and survey and assessment-based evaluation methods. Participation in the research experience is associated with higher rates of student success in terms of transfer and graduation rates, contributing to increased STEM retention. The research experience also increased student confidence in using the scientific method, formulating a research question, and working with numerical data, which support gains in science skills and integration into STEM culture. Close faculty mentoring contributed to the success of this course-based research experience. We recommend increasing instruction efficiency, structuring the course as a 2-term elective science credit course, and securing consistent faculty funding as ways to improve this and similar undergraduate research experiences at 2-year colleges.more » « less
