Bridging the Gap: Understanding Student and Faculty Perceptions of Course-based Undergraduate Research Experiences (CUREs) at Kennesaw State University
Abstract (300 words maximum)
Undergraduate research is a crucial component for academic and professional development for students. Research allows students to gain exposure in developing critical thinking, problem-solving skills, and collaboration. Unfortunately, many students, including those from underrepresented backgrounds, face difficulty having access to these opportunities. One factor of this is limited availability of research projects. Course-based Undergraduate Research Experiences (CUREs) however, provide an alternative pathway by combining research into coursework, allowing students to get that valuable experience while completing required courses. In this study, we examined perceptions of CUREs in STEM fields at Kennesaw State University (KSU). The objective was to analyze the perceptions towards CUREs and team dynamics among faculty and students. A survey was completed by 185 STEM students and 58 STEM faculty. The results showed a disconnect between the faculty and students’ perceptions and experiences. Faculty were more familiar with what CUREs are and felt more accountable for student engagement, whereas students found CUREs easier to participate in and felt their team experiences being more diverse. Despite these differences, both groups recognized the benefits of CUREs and expressed strong interest. This research seeks to contribute to existing literature on CUREs and inform future initiatives to enhance undergraduate research experiences at KSU.
Academic department under which the project should be listed
RCHSS - Psychological Science
Primary Investigator (PI) Name
Amy Buddie
Bridging the Gap: Understanding Student and Faculty Perceptions of Course-based Undergraduate Research Experiences (CUREs) at Kennesaw State University
Undergraduate research is a crucial component for academic and professional development for students. Research allows students to gain exposure in developing critical thinking, problem-solving skills, and collaboration. Unfortunately, many students, including those from underrepresented backgrounds, face difficulty having access to these opportunities. One factor of this is limited availability of research projects. Course-based Undergraduate Research Experiences (CUREs) however, provide an alternative pathway by combining research into coursework, allowing students to get that valuable experience while completing required courses. In this study, we examined perceptions of CUREs in STEM fields at Kennesaw State University (KSU). The objective was to analyze the perceptions towards CUREs and team dynamics among faculty and students. A survey was completed by 185 STEM students and 58 STEM faculty. The results showed a disconnect between the faculty and students’ perceptions and experiences. Faculty were more familiar with what CUREs are and felt more accountable for student engagement, whereas students found CUREs easier to participate in and felt their team experiences being more diverse. Despite these differences, both groups recognized the benefits of CUREs and expressed strong interest. This research seeks to contribute to existing literature on CUREs and inform future initiatives to enhance undergraduate research experiences at KSU.