Easing Transitions in a Time of Crisis: Undergraduate Perceptions of CURE Instructional Adaptations at a Hispanic-Serving Institution During the COVID-19 Pandemic

• In Event: AERA Roundtable Session 5
  In Roundtable Session: Intention Versus Impact: Influences of (Co)Curricular Design on Student Development

Abstract

The coronavirus pandemic severely disrupted college students’ learning experiences, including course-based undergraduate research experiences (CUREs). Research has documented the harms inflicted by the pandemic in higher education. However, less is known about actions CURE instructors took to adapt their courses, and how these actions may have supported students in the ongoing crisis. Through a survey of 290 students enrolled in CUREs taught at a Hispanic-Serving Institution in Spring 2020, we identify the types of adaptations made by faculty and analyze correlations with students’ reported motivational and personal gains from the course. We discuss the implications of this finding for CURE instructors and higher education policymakers.

Authors

• Heather Haeger, University of Arizona

• Quentin Sedlacek, Southern Methodist University

• Corin White, California State University - Monterey Bay

• Corin Slown, California State University - Monterey Bay

• Lily Anna Amador, California State University - Monterey Bay

• Krysta Malech, California State University - Monterey Bay

• Viviana Vigil, California State University - Monterey Bay