ABSTRACT
Course-based research, the integration of research into the curriculum, is an emerging pedagogy and research strategy. Biologists began implementing course-based research, known as CUREs, as a response to the American Association for the Advancement of Science (AAAS) 2011 report, Vision and Change in Undergraduate Education: A Call to Action. The report called for an early introduction to the scientific process and its integration into undergraduate biology courses. While there have been many changes in the undergraduate biology curriculum as a result of the AAAS report, introducing research into the curriculum is perhaps the most innovative change. Embedding research into the curriculum is a way of stimulating student curiosity and interest in science. Biology is a national leader in the development of course-based research. CUREnet, an online community of scholars who share how they are integrating research into the curriculum, is a force in promoting course-based research. Erin Dolan, University of Georgia, was one of the founders of CUREnet while she was a professor at the University of Texas. According to Dolan (2016), CUREs provide students the opportunity to “collect and analyze data, to interpret and communicate results, and even determine what questions to pursue” (p. 3). Generally, STEM CUREs include five components: (a) use of scientific practices; (b) discovery; (c) broadly relevant or important work; (d) collaboration; and (e) iteration (Auchincloss et al., 2014). Biologists are now exploring developing CUREs for nonmajors, and other STEM disciplines are also developing CUREs (Ballen et al., 2017). As faculty became involved in course-based research, they realized that it was an especially effective pedagogy for minoritized and first-generation students (Auchincloss et al., 2014). CUREs, because they involve the whole class in the research project, are more inclusive than the apprentice model of undergraduate research (Bangera & Brownell, 2014; Hensel, 2018). Engaging students in course-based research in the first 2 years has a positive impact on the retention of STEM students. The National Academies of Sciences, Engineering, and Medicine in a 2015 report on integrating research into the curriculum found that:
“Course-based research can provide many benefits for students from first year to senior year and also to underrepresented students.
Many faculty members are not familiar with course-based research or are not aware of local and national models that already exist.
Well-designed course-based research projects use many of the ‘best practices’ identified by pedagogical research.” (pp. 7–8)
