Course-embedded Undergraduate Research Experiences: A 4-year CURE curriculum model for closing the performance gap in under-prepared and under-represented groups in STEM fields.

The School of Science and Technology at Georgia Gwinnett College has incorporated Course-embedded Undergraduate Research Experiences (CUREs) for 9 years as part of a comprehensive systems approach model to transform STEM learning, student engagement, and inclusivity for our student population. Central to our model is the growing body of evidence that shows a link between student research, lasting learning, and students' interest in careers in STEM. An internal mini-grant program was used to incentivize faculty to redesign courses to incorporate CUREs to help students develop STEM skills and competencies. Unlike traditional apprentice-style research that is highly selective, CUREs increase inclusivity because they offer research experiences to all students enrolled in the course irrespective of their background and skills. Our CURE model incorporates multiple CUREs throughout all four years of matriculation for all STEM majors and provides a mechanism for successfully engaging large numbers of students in undergraduate research and provide them with the skills and confidence to seek out independent, faculty-mentored research or alternative summer research opportunities. Results from an on-going, in-depth study that currently includes 5 semesters of quantitative and qualitative assessment data on the impact of CUREs on student success and engagement, including impact on ethnicity, gender, course grades, and student attitudes show:

1. CUREs have led to a more positive belief in self-efficacy in communication, experimental design, career choices, and critical thinking/problem solving;
2. overall, CUREs no significant effect of on course grade;
3. African American students performed significantly better in CURE sections than controls;
4. African American students performed significantly better in MATH CUREs than controls;
5. CUREs are inclusive and allow for repeated exposures to STEM skills.

Our current data suggest that CUREs, a High Impact Practice, may be helping to close the performance gap in under-prepared and under-represented groups in STEM fields.