ArticleCBE life sciences education2025
Tiny Earth CURE Demonstrates Equitable Benefits for U.S. College Science Students.
Article in CBE life sciences education, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 11 papers.
What it found
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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
11 citing papers in PubMed.
- A Non-Volunteer CURE in Introductory Biology Does Not Increase Student Retention at a Regional Comprehensive University.CBE life sciences education · 2026Article
- Expanding access to research for students at two-year colleges: transforming a microbiology course-based undergraduate research experience to a cohort-based summer research experience.Journal of microbiology & biology education · 2026Article
- Grounded relevance: how exploring soil data can promote perceptions of data relevance, data literacy, learning, and motivation.Journal of microbiology & biology education · 2026Article
- A case-based bioprospecting ethics module for undergraduate CUREs with multi-institution evidence of student learning.Journal of microbiology & biology education · 2026Article
- Microbiology students' relatability to scientists is impacted by scientists' identities and exposure to brief scientist highlights during class time.Journal of microbiology & biology education · 2026Article
- Beyond Antibiotics: One Health Education for Tackling Antimicrobial Resistance.Antibiotics (Basel, Switzerland) · 2026Review
- Science across generations: establishing best practices for intergenerational learning in course-based undergraduate research experiences (CUREs).Journal of microbiology & biology education · 2026Article
- From bench to biotech: how a CURE cultivates student self-efficacy, gains in scientific thinking, and career aspirations.Journal of microbiology & biology education · 2026Article
- Genome Sequence and Antimicrobial Production ofmicroPublication biology · 2026Article
- All the world's a phage.Proceedings of the National Academy of Sciences of the United States of America · 2025Article
- Upper-level inter-disciplinary microbiology CUREs increase student's scientific self-efficacy, scientific identity, and self-assessed skills.Journal of microbiology & biology education · 2024Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
12 authors.
Funding
Abstract
Course-based undergraduate research experiences (CURE) enhance student retention in science, technology, engineering, and math (STEM), particularly among students who belong to historically excluded communities. Yet the mechanisms by which CUREs contribute to student integration and persistence are poorly understood. Utilizing the tripartite integration model of social influence (TIMSI), this longitudinal study examines whether and how Tiny Earth-an antibiotic-discovery CURE designed for flexible implementation in a variety of course contexts-impacts students' scientific self-efficacy, scientific identity, endorsement of scientific community values, and intentions to persist in science. The study also explores how gains in TIMSI factors (i.e., scientific self-efficacy, identity, and values) vary as a function of student demographics and course characteristics. A comparison of pre- and postcourse measurements showed that scientific self-efficacy and identity increased among students in Tiny Earth. Some student demographics and course characteristics moderated these gains. Gains in all three TIMSI factors correlated with gains in persistence intentions, whereas student demographics and course characteristics did not. This study shows that the Tiny Earth curriculum equitably improved students' scientific self-efficacy and identity. It also showed that orientation toward scientific values and STEM persistence intentions held steady across most demographic groups.
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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.