In recent years, there has been an increase in the number of course-based undergraduate research experience (CURE) courses. These courses provide research opportunities for many more students than are typically exposed to traditional independent research experiences, including women, historically underrepresented groups in science, and non-traditional students. However, the benefits for faculty who teach CURE courses have been less well documented, potentially discouraging faculty from offering such courses. Reports describing the benefits faculty can accrue from developing and teaching CURE courses could incentivize more faculty to develop CURE courses. In this perspective article, we summarize the implementation of three biochemistry CURE courses, highlighting some of the benefits faculty may experience. We also propose some points to consider when designing CURE courses with realistic expectations for a semester-long research experience to provide a framework for instructors who are considering their own CURE development.
Download full-text PDF |
Source |
|---|---|
| http://dx.doi.org/10.1128/jmbe.00165-24 | DOI Listing |
Publication Analysis
Top Keywords
Similar Publications
Faculty rewards from course-based undergraduate research experiences (CURE) in biochemistry.
J Microbiol Biol Educ
January 2025
Department of Chemistry, Towson University, Towson, Maryland, USA.
In recent years, there has been an increase in the number of course-based undergraduate research experience (CURE) courses. These courses provide research opportunities for many more students than are typically exposed to traditional independent research experiences, including women, historically underrepresented groups in science, and non-traditional students. However, the benefits for faculty who teach CURE courses have been less well documented, potentially discouraging faculty from offering such courses.
View Article and Find Full Text PDFA course-based undergraduate research experience (CURE) embedded within a summer undergraduate research experience demonstrates value-added benefits.
J Microbiol Biol Educ
January 2025
School of Mathematical and Natural Sciences, Arizona State University, Glendale, Arizona, USA.
We hosted a nine-week NIH-funded summer undergraduate research experience in Environmental Health Sciences, the New College Environmental Health Science Scholars program, in which undergraduate students who were rising sophomores, juniors, and seniors receive both professional development and mentored research opportunities. In addition to this standard model of a summer research program, we added an additional professional development and skill-building activity, a course-based undergraduate research experience (CURE) performed by the whole group. Students designed and carried out an experiment in the CURE research project looking at the relationship between soil elemental content and sampling site location.
View Article and Find Full Text PDFLong-term outcome in people who use drugs successfully treated for hepatitis C infection with glecaprevir/pibrentasvir.
J Virus Erad
December 2024
Vancouver Infectious Diseases Center, Vancouver, British Columbia, Canada.
Background: Several clinical trials, including the recently published the GRAND PLAN study from Vancouver Infectious Diseases Center (VIDC), have demonstrated the efficacy of hepatitis C (HCV) therapy among active drug users, including those facing significant addiction-related and social challenges. In the GRAND PLAN, we documented sustained virological response post-treatment Week12 (SVR12) in 108/117 (92.3 %) individuals (108/111 (mITT) or 97.
View Article and Find Full Text PDFFaculty perceptions of a professional development program for developing CUREs and promoting inclusive and equitable teaching.
J Microbiol Biol Educ
January 2025
Office of Inclusion and Institutional Equity, Towson University, Towson, Maryland, USA.
The Diffusion of Innovations (DOI) model can be used to explore how faculty prioritize learning about and adopting new pedagogical approaches. Here, we use the DOI framework to contextualize biology faculty perceptions of a professional development (PD) program designed to help them create a full semester course-based undergraduate research experience (CURE) class at a large, public comprehensive university. PD sessions included exploring self-reflexive identity while fostering inclusive classroom spaces through understanding and interrupting implicit bias and microaggressions.
View Article and Find Full Text PDFBaseline predictors of cross-sectional and longitudinal performance on the symbol digit modalities test in individuals with multiple sclerosis.
J Neurol Sci
January 2025
Brigham MS Center, Brigham and Women's Hospital, Boston, MA, United States of America; Department of Neurology, Harvard Medical School, Boston, MA, United States of America. Electronic address:
Background: Cognitive impairment occurs frequently in persons with multiple sclerosis (PwMS) at some point in the course of the disease. However, not all PwMS develop cognitive difficulties suggesting a role for important moderating factors. We examined baseline predictors of cross-sectional and longitudinal change in cognitive performance in PwMS.
View Article and Find Full Text PDFWant AI Summaries of new PubMed Abstracts delivered to your In-box?
Enter search terms and have AI summaries delivered each week - change queries or unsubscribe any time!