Semester of Graduation
Summer 2025
Degree Type
Dissertation/Thesis
Degree Name
Master of Science in Integrative Biology
Department
Molecular and Cellular Biology
Committee Chair/First Advisor
Dr. Kimberly Cortes
Second Advisor
Dr. Amy Buddie
Third Advisor
Dr. Joanna Wardwell-Ozgo
Abstract
Undergraduate research is widely recognized as a high-impact educational practice that promotes engagement and academic success in STEM. However, limited research has examined how different research formats, particularly course-based undergraduate research experiences (CUREs) and the apprentice model, shape student experiences. This study investigates undergraduate research (UR) course characteristics and student reflections across STEM disciplines at Kennesaw State University (KSU), focusing on differences between CURE and apprentice experiences. A mixed-methods analysis was conducted on 809 student reflections and 169 course syllabi spanning biology, chemistry, physics, and mathematics, computing, data science, software engineering, and information technology, psychological science, and engineering. Demographic data showed that CUREs were more accessible to first-generation, Black, and Hispanic students, while apprentice experiences were more common among multi- generational and white students. Syllabi analysis revealed that CUREs more frequently incorporated structured learning objectives, inclusive practices, and active learning, especially within biology, chemistry, physics, mathematics, and psychological science. In contrast, apprentice courses emphasized inquiry-driven research integration, particularly in data science, software engineering, and information technology. Critical reflections analyzed using KSU’s “It’s About Engagement” rubric indicated that apprentice students emphasized technical skill development, independence, and mentorship, while CURE students highlighted academic integration, collaboration, and future goal setting. These findings suggest that CURE and apprentice models offer distinct but complementary learning outcomes. Expanding access to both formats may support more equitable, inclusive, and impactful undergraduate research experiences across STEM disciplines.