Course-based Undergraduate Research Experiences (CUREs): Views from Undergraduates in STEM Disciplines
Abstract (300 words maximum)
A significant method for integrating research into undergraduate education is through Course-based Undergraduate Research Experiences, or CUREs. CUREs have become increasingly recognized as valuable opportunities for students to engage in active, hands-on learning that fosters a deeper understanding of fundamental science concepts. There is currently insufficient research comparing the perceptions of students, instructors, and administrators about CUREs. Therefore, the purpose of this study is to investigate how these groups feel about CUREs in educational settings. A survey was administered to students, instructors, and administrators in STEM disciplines at KSU, and for this presentation, we have analyzed the open-ended questions (e.g., perceived definitions of CURE, willingness to present/publish results, perceptions regarding how team-based CUREs can be improved). The survey was open to anyone in STEM disciplines, regardless of their familiarity with CUREs. A total of 158 individuals (123 undergraduates, 28 faculty, and 7 administrators) had completed at least some of the open-ended questions at the time of analysis. The results will help provide insight into the effectiveness and accessibility of CUREs, which has significant implications for improving undergraduate research experiences at KSU. The ultimate goal of this study is to advance knowledge about how CUREs support learning outcomes, student engagement, and general academic achievement in higher education settings.
Academic department under which the project should be listed
RCHSS - Psychological Science
Primary Investigator (PI) Name
Amy Buddie
Course-based Undergraduate Research Experiences (CUREs): Views from Undergraduates in STEM Disciplines
A significant method for integrating research into undergraduate education is through Course-based Undergraduate Research Experiences, or CUREs. CUREs have become increasingly recognized as valuable opportunities for students to engage in active, hands-on learning that fosters a deeper understanding of fundamental science concepts. There is currently insufficient research comparing the perceptions of students, instructors, and administrators about CUREs. Therefore, the purpose of this study is to investigate how these groups feel about CUREs in educational settings. A survey was administered to students, instructors, and administrators in STEM disciplines at KSU, and for this presentation, we have analyzed the open-ended questions (e.g., perceived definitions of CURE, willingness to present/publish results, perceptions regarding how team-based CUREs can be improved). The survey was open to anyone in STEM disciplines, regardless of their familiarity with CUREs. A total of 158 individuals (123 undergraduates, 28 faculty, and 7 administrators) had completed at least some of the open-ended questions at the time of analysis. The results will help provide insight into the effectiveness and accessibility of CUREs, which has significant implications for improving undergraduate research experiences at KSU. The ultimate goal of this study is to advance knowledge about how CUREs support learning outcomes, student engagement, and general academic achievement in higher education settings.