Preparing Teaching Assistants to Facilitate Course-based Undergraduate Research Experiences (CUREs) in the Biological Sciences: A Call to Action.

Course-based undergraduate research experiences (CUREs) offer an expanding avenue to engage students in real-world scientific practices. Increasingly, CUREs are instructed by graduate teaching assistants (TAs), yet TAs may be underprepared to facilitate and face unique barriers when teaching CUREs. Consequently, unless TAs are provided professional development (PD) and resources to teach CUREs effectively, they and their students may not reap the assumed benefits of CURE instruction.

SMART CUREs: a Professional Development Program for Advancing Teaching Assistant Preparedness To Facilitate Course-Based Undergraduate Research Experiences.

Course-based undergraduate research experiences (CUREs) have emerged as a viable platform to engage large numbers of students in real-world scientific practices. Historically, CUREs have been offered throughout science, technology, engineering, and mathematics curricula at both the introductory and advanced levels and have been facilitated by a variety of individuals, including faculty members, postdoctoral fellows, and graduate teaching assistants (GTAs). This latter population, in particular, has increasingly been tasked with facilitating CUREs, yet they often receive little meaningful professional development to improve pedagogical skills vital to this type of instruction.

The DoC IT: a Professional Development Tool to Support and Articulate Alignment of One's Course with the Five Dimensions of CUREs.

Course-based undergraduate research experiences (CUREs) offer a powerful approach to engage students at all academic levels in the process of scientific discovery. In comparison to prescriptive laboratory exercises, CUREs have been shown to promote students' science process skill development, positive attitudes toward scientific research, and persistence in STEM. While this is the case, descriptions of CUREs within the literature vary widely, particularly in the extent to which they explicitly address the five posited dimensions of CUREs.

Autoimmune dysfunction and subsequent renal insufficiency in a collegiate female athlete: a case report.

Objective: To present the case of a female collegiate basketball player who was diagnosed with Wegener granulomatosis of the eyes and immunoglobulin A (IgA) nephropathy.

Background: A 19-year-old female collegiate basketball player presented to a rheumatologist, urologist, and nephrologist with severe eye pain and was diagnosed with Wegener granulomatosis and IgA nephropathy. At age 20, during routine follow-up testing, urine protein levels were found to be 3 times normal values (0-8 mg/dL), prompting the need for a kidney biopsy, which showed IgA nephropathy, another autoimmune disorder.