Abstract
We describe intentional inclusion of research projects into the curriculum (Hensel, 2018b). Although Course-based Undergraduate Research Experiences (CUREs) by nature are diverse in structure and theme, they are defined as including the following five elements that are reflective of authentic research: 1) engaging students in disciplinary research or creative practices; 2) emphasizing collaboration within disciplinary standards; 3) examining broadly relevant topics; 4) exploring questions with unknown answers to expose students to the discovery process; and 5) integrating iteration into a course, so students can see how disciplinary research or creative practices build upon themselves (Auchincloss et al., 2014). CUREs offer many benefits, including deepening student engagement in learning and increasing knowledge retention. They also serve as a pathway to make undergraduate research experiences more accessible and available to students. This workshop has three central objectives. First, we wdefine CUREs, offering examples of how CUREs appear across diverse disciplines. We facilitate conversation with attendees defining what a CURE might look like within their discipline and on their campus. Second, we provide background information on the benefits of CUREs for students, as well as faculty and institutions, engaging with attendees about the benefits of CUREs that might be unique to their own students, institutions, or professional development for faculty. Finally, we offer practical steps for developing CUREs, allowing time to workshop ideas between the facilitator and attendees.
Presenters
Anna HammersmithAssociate Professor, Sociology, Grand Valley State University, Michigan, United States
Details
Presentation Type
Theme
KEYWORDS
Course-Based Undergraduate Research Experiences; CUREs; Undergraduate Research; Student Engagement
