Incorporating students-as-partners for sustainable and effective development of Course-Based Undergraduate Research Experiences (CUREs)
Session Type
Workshop
Room
Physics and Astronomy, room 150
Start Date
16-7-2025 4:00 PM
End Date
16-7-2025 5:00 PM
Keywords
CUREs, students-as-partners, science identity, experiential learning, inclusive pedagogy
Primary Threads
Teaching and Learning Science
Abstract
Course-Based Undergraduate Research Experiences (CUREs) have been used as a mechanism to initiate larger groups of students into the processes of research within a mentored and collaborative course structure. CUREs can create broader and more equitable access to the career-relevant learning gains associated with engaging in research, which include encouraging building students’ identity as members of a scientific community and increasing persistence in STEM. An ideal CURE offers an authentic research experience with space for student-driven discovery and iteration as students investigate a novel research question. Course activities and expectations should be tailored to the interests and experience level of the participants, while still pursuing novel research questions in evolving fields of study. It can be challenging to find the correct balance between open-ended discovery and sufficient support. In order to centre student perspectives throughout the design and implementation of CUREs, I’ve incorporated students-as-partners in CURE project design, hands-on testing, and in-course peer supports. Student partners develop valued skills in research, leadership, project management, and pedagogy, while making meaningful contributions to course development. I’ll present two CURE structures and the ways I’ve worked with student partners to develop and adapt course supports to create CUREs across a range of subdisciplines. I’ll highlight the personal and pedagogical benefits of using this student-partnered approach to build equitable and inclusive experiential learning opportunities. In addition to developing practical approaches to apply to their own student partnerships or CURE design, attendees will reflect on and discuss other big and small changes that can promote student success through experience, discovery, and connection. Participants are encouraged to bring their own device to participate polling and brainstorming activities.
Ethics approval protocols: STUDY00018341and 00047021
Elements of Engagement
Group brainstorm on promoting science identity within courses: Participants will be guided to think about the importance of experiential learning from the perspective of promoting science identity, which is their evolving view of themselves as a person who understands and contributes to science. We’ll define and expand on components that build science identity and discuss how our existing practices or new ideas fit into this framework.
Guided interactive build of a discovery-based module or whole CURE course: This step-by-step “How to” exercise will guide participants from learning objectives, to structure, to key challenges, and finally to identifying ways in which collaborations with undergraduates, research trainees, technical staff, and/or other faculty could be beneficial in meeting those challenges. Outlines will be provided digitally to help participants structure their course/activity development.
Creative Commons License
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Incorporating students-as-partners for sustainable and effective development of Course-Based Undergraduate Research Experiences (CUREs)
Physics and Astronomy, room 150
Course-Based Undergraduate Research Experiences (CUREs) have been used as a mechanism to initiate larger groups of students into the processes of research within a mentored and collaborative course structure. CUREs can create broader and more equitable access to the career-relevant learning gains associated with engaging in research, which include encouraging building students’ identity as members of a scientific community and increasing persistence in STEM. An ideal CURE offers an authentic research experience with space for student-driven discovery and iteration as students investigate a novel research question. Course activities and expectations should be tailored to the interests and experience level of the participants, while still pursuing novel research questions in evolving fields of study. It can be challenging to find the correct balance between open-ended discovery and sufficient support. In order to centre student perspectives throughout the design and implementation of CUREs, I’ve incorporated students-as-partners in CURE project design, hands-on testing, and in-course peer supports. Student partners develop valued skills in research, leadership, project management, and pedagogy, while making meaningful contributions to course development. I’ll present two CURE structures and the ways I’ve worked with student partners to develop and adapt course supports to create CUREs across a range of subdisciplines. I’ll highlight the personal and pedagogical benefits of using this student-partnered approach to build equitable and inclusive experiential learning opportunities. In addition to developing practical approaches to apply to their own student partnerships or CURE design, attendees will reflect on and discuss other big and small changes that can promote student success through experience, discovery, and connection. Participants are encouraged to bring their own device to participate polling and brainstorming activities.
Ethics approval protocols: STUDY00018341and 00047021