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A Theory-Informed Analysis of Course-Based Undergraduate Research Experience Design
Thu, May 4, 7:00am to 7:00pm CDT (7:00am to 7:00pm CDT), AERA i-Presentation Gallery, AERA Virtual i-Presentation GalleryFri, May 5, 7:00am to 7:00pm CDT (7:00am to 7:00pm CDT), AERA i-Presentation Gallery, AERA Virtual i-Presentation Gallery
Abstract
To reduce STEM attrition, there has been a call for the use of undergraduate research experiences (UREs) in education. UREs are difficult to do at community colleges (CCs), where research resources are limited. Course-based undergraduate research experiences (CUREs) offer a potential option as they embed UREs in a course using the same classroom space and faculty as the course. The aim of this study was to understand how CUREs are designed and practiced through a theory informed content analysis of selected CURE programs. The findings show that these CUREs have strengths in design that align with features supported by Experiential Learning and Community of Practice. These features can be capitalized on to support UREs among CC students.