SPUR (2021) 4 (3): https://doi.org/10.18833/spur/4/3/14
Increasing undergraduate research opportunities for introductory and non-STEM students benefits large numbers of students from diverse backgrounds. This article assesses a course-based undergraduate research experience (CURE) in a large, introductory course offered both online and in person at an open-door community college. Seated students collaborated during class, and online students collaborated asynchronously at the same pace over eight weeks. Changes in scientific literacy and attitudes toward science varied; seated students showed greater gains and rated their abilities higher upon completion of the CURE. Although online students did show gains, additional interventions improved their experience. This study demonstrates how reflective and iterative evaluation and improvement in CURE integration for introductory courses and non-STEM majors across delivery formats develops best practices for broadening participation in undergraduate research.
More Articles in this Issue
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- Vignette‐ Beatriz Villar-Fernandez, Danielle N. Ringhoff, John K. Leiser, and Jacalyn D. Speicher
SPUR (2021) 4 (3): https://doi.org/10.18833/spur/4/3/7 -
- Vignette‐ Todd Pagano, Morgan Bida, Annemarie D. Ross, and Susan Smith Pagano
SPUR (2021) 4 (3): https://doi.org/10.18833/spur/4/3/5 -
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- Vignette‐ Kaatje J. van der Hoeven Kraft and Karen M. Kortz
SPUR (2021) 4 (3): https://doi.org/10.18833/spur/4/3/2 
Practice‐ Joan Petersen, Maria Mercedes Franco, Sharon Lall-Ramnarine, and Shiang-Kwei Wang
SPUR (2021) 4 (3): https://doi.org/10.18833/spur/4/3/16 Abstract:Undergraduate research (UR) is an integral part of the culture at Queensborough Community College, CUNY (QCC), an urban community college with a diverse student population. Since 2015, more than 400 students participate in undergraduate research experiences each year, working with more than 40 faculty mentors from several academic departments. Although a large proportion of this research occurs within STEM fields, the social sciences, nursing, business, arts, and the humanities are also represented and have increased research activity each year. This article describes the various approaches of QCC to institutionalize, promote, and support UR; approaches to handling the challenging aspects of sustaining UR at a community college; and recent initiatives to expand UR across disciplines.
- Practice‐ Ardi Kveven
SPUR (2021) 4 (3): https://doi.org/10.18833/spur/4/3/13 Abstract:Providing opportunities for students to engage in undergraduate research is well supported as a high-impact educational practice. Shifting research experience earlier in the undergraduate career provides opportunities for more students to yield gains (both personal and professional) earlier in their career. At the Ocean Research College Academy (ORCA), undergraduate research starts when students are in their third year of high school. As part of a dual credit/enrollment program in Washington state, students earn an associate of arts and science degree when they graduate from high school. With 17 years of data and more than 500 graduates who have compelling matriculation rates and baccalaureate degree attainment, ORCA provides a model for program and course-based undergraduate research replicable by others.
