Historically Black College and University Faculty's Experiences of Designing a Data Science Course-Based Undergraduate Research Experience (CURE): A Learning Community of Practice

• In Event: Supporting Diversity and Equity for Postsecondary Students

Abstract

This study examines HBCU mathematics and biology faculty experiences of designing a novel data science Course Based Undergraduate Research Experience (CURE) during synchronous, virtual bi-weekly sessions over an academic semester. Wenger’s (1998) Community of Practice framework was applied to participants’ written weekly reflections to assess applicability, and negotiation of identities. CUREs are not widespread at historically black colleges and universities (HBCUs), despite their numerous benefits for students. The results indicate that participant faculty engaged in, demonstrated and benefited from the dimensions of a community of practice: mutual engagement, joint enterprise, and shared repertoire. Additionally, they negotiated diverse identities in the learning community. Insights are derived for educators seeking to design effective learning communities for faculty, particularly towards increased CURE dissemination.

Author

• Ruth Kaggwa, Danforth Plant Science Center
  Presenting Author