ArticleCBE life sciences education2022
Faculty Experiences during the Implementation of an Introductory Biology Course-Based Undergraduate Research Experience (CURE).
Article in CBE life sciences education, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 10 papers.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
10 citing papers in PubMed, 14 citations in OpenAlex.
- A course-based undergraduate research experience (CURE) designed for modern genetics and biodiversity courses using a classroom benchtop sequencer.Journal of microbiology & biology education · 2026Article
- Implementation of hydroponic teaching and research platforms at primarily undergraduate institutions.Frontiers in education · 2026Article
- There's never been a better time to be a STEM educator.Genetics · 2025Article
- A CURE lab in an introductory biology course has minimal impact on student outcomes, self-confidence, and preferences compared to a traditional lab.Journal of microbiology & biology education · 2025Article
- Faculty perceptions of a professional development program for developing CUREs and promoting inclusive and equitable teaching.Journal of microbiology & biology education · 2025Article
- Faculty rewards from course-based undergraduate research experiences (CURE) in biochemistry.Journal of microbiology & biology education · 2025Article
- University Biology Classrooms as Spaces for Anti-racist Work: Instructor Motivations for Incorporating Race, Racism, and Racial Equity Content.CBE life sciences education · 2024Article
- Dipping Your Toe in The CURE Pool: Longitudinal Tracking of Instructors Suggests Use of a Short-Duration CURE Can Catalyze Expansion to Longer CURE Experiences.CBE life sciences education · 2024Article
- Generating Publishable Data from Course-Based Undergraduate Research Experiences in Chemistry.Journal of chemical education · 2023Article
- Course-based undergraduate research experience impacts on student outcomes at minority-serving community colleges.Biochemistry and molecular biology education : a bimonthly publication of the International Union of Biochemistry and Molecular BiologyArticle
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
2 authors at 2 institutions in 1 country.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Course-based undergraduate research experiences (CUREs) integrate an authentic research experience for students into a laboratory course. CUREs provide many of the same benefits to students as individual faculty-mentored research experiences. However, faculty experiences in teaching CUREs are not as well understood. There are no studies that compare faculty's anticipated experiences to actual experiences, and little comparison of the faculty experience by institution. Through interviews with eight biology faculty from four institutions, the faculty experience in implementing a CURE in an introductory biology laboratory was explored using qualitative analysis. Institutions included: a small, minority-serving, women's, primarily undergraduate university; a small, residential, primarily undergraduate college; a midsized doctoral university; and a large community college. Interviews were conducted at three time points: before professional development (PD), after the initial semester of teaching the CURE, and after teaching the CURE at least twice (1 year later). Faculty described resources, benefits, challenges, and feelings about teaching the CURE. However, anticipated experiences were often not the same as those actually experienced. There were also institutional differences in resources, benefits, challenges, and feelings. Implications for CURE PD include specific content such as strategies for teaching effective research group work, development of student proposals, and student time management.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.