Journal ArticleIntegrating cancer biology into course-based undergraduate research: A structured four-year curriculum for STEM studentsFlowers, LCourse-based undergraduate research experiences (CUREs) are a proven pedagogical approach to enhance undergraduate science process skills, knowledge, and competency outcomes by implementing a course-based faculty-mentored undergraduate research plan. CUREs are budget-friendly teaching and training practices that address the shortage of apprenticeship-style laboratory opportunities resulting from resource constraints. Effective CUREs implementations enable every science, technology, engineering, and math (STEM) major in the course, department, unit, or school to engage in real-world research activities, as CUREs integrate seamlessly into required lecture and laboratory courses within the curriculum. All CUREs encompass opportunities for undergraduates to participate in discovery-based, collaborative, iterative research projects that are important to the scientific community and society. A greater understanding of cancer development and cancer progression remains a significant challenge for society, given the number of cancer-related deaths worldwide each year. Additionally, given the diverse types of cancers that affect men and women, as well as the potential anti-tumor proliferation strategies yet to be discovered, an exploration in cancer biology presents a unique opportunity for undergraduates to produce novel findings that may lead to publications contributing to the field. This article outlines a technique for faculty to facilitate the execution of a cancer biology CUREs project that involves all student classifications. The extent to which participation in CUREs enhances undergraduate career readiness factors warrants further investigation.N/A2025-07-3010631748International journal of science and research1471650-16532319-7064https://doi.org/2306512undergraduate researchcancer biologySTEM educationcareer readinesspedagogyNational Science Foundation