Factors Affecting Instructional Practices in Course-based Undergraduate Research Experiences
Faculty Mentor
Dr. Bo Idsardi
Presentation Type
Oral Presentation
Start Date
May 2025
End Date
May 2025
Location
PUB 317
Primary Discipline of Presentation
Biology
Abstract
Course-based undergraduate research experiences, also known as CUREs, integrate authentic scientific investigations into STEM curricula. These experiences prioritize scientific practices, discovery, real-world relevance, collaboration, and iterative experimentation. CUREs offer a more accessible approach to engaging diverse student populations compared to traditional labs. However, they can place heavy demands on instructors, with challenges like time limitations, scalability constraints, and resource availability. This research focuses on (1) the importance instructors place on implementing CURE characteristics and (2) the factors that influence their planning and implementation of CUREs. Instructor perspectives were analyzed using the Teacher-Centered Systematic Reform model in a multiple-case study conducted at a primarily undergraduate institution. Qualitative data from observations and interviews were inductively coded to identify challenges and gather detailed perspectives. Preliminary findings suggest that while instructors experience varied challenges when implementing CUREs, several common themes emerge. A primary concern is time availability, particularly the difficulty of revising lesson plans and keeping up with evolving evidence-based teaching practices. Furthermore, the lack of clear guidelines for designing and delivering these courses adds to the complexity of implementation. These findings will help identify opportunities to better support instructors in planning and implementing CUREs, ultimately enhancing both the teaching experience for instructors and the learning experience for students.
Recommended Citation
Romaker, Bailee and Idsardi, Bo, "Factors Affecting Instructional Practices in Course-based Undergraduate Research Experiences" (2025). 2025 Symposium. 11.
https://dc.ewu.edu/srcw_2025/op_2025/o1_2025/11
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.
Factors Affecting Instructional Practices in Course-based Undergraduate Research Experiences
PUB 317
Course-based undergraduate research experiences, also known as CUREs, integrate authentic scientific investigations into STEM curricula. These experiences prioritize scientific practices, discovery, real-world relevance, collaboration, and iterative experimentation. CUREs offer a more accessible approach to engaging diverse student populations compared to traditional labs. However, they can place heavy demands on instructors, with challenges like time limitations, scalability constraints, and resource availability. This research focuses on (1) the importance instructors place on implementing CURE characteristics and (2) the factors that influence their planning and implementation of CUREs. Instructor perspectives were analyzed using the Teacher-Centered Systematic Reform model in a multiple-case study conducted at a primarily undergraduate institution. Qualitative data from observations and interviews were inductively coded to identify challenges and gather detailed perspectives. Preliminary findings suggest that while instructors experience varied challenges when implementing CUREs, several common themes emerge. A primary concern is time availability, particularly the difficulty of revising lesson plans and keeping up with evolving evidence-based teaching practices. Furthermore, the lack of clear guidelines for designing and delivering these courses adds to the complexity of implementation. These findings will help identify opportunities to better support instructors in planning and implementing CUREs, ultimately enhancing both the teaching experience for instructors and the learning experience for students.
