Professional Learning That Models Components of Course-Based Undergraduate Research Experiences (CUREs)

Course-based undergraduate research experiences (CUREs) can be invaluable for students, but implementing them across a university requires substantial faculty support. This case study explores the incorporation of CURE elements (discovery, iteration, scientific practices, broad scientific relevance, and collaboration) into the design of a faculty professional learning program intended to support CURE implementation. The findings suggest that incorporating CURE elements into a CURE Faculty Fellows Program can support the simultaneous development and successful implementation of scaffolded CUREs across multiple university departments. This program had an additional, unexpected benefit: it created opportunities for faculty from many disciplines to engage in educational research, augmenting their research and publishing agendas. This article summarizes the program, presents findings, and discusses implications for practitioners and researchers interested in pedagogical reform.