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Course-Based Research Experiences (CUREs): Transforming STEM Education

What Are Course-Based Research Experiences (CUREs)?

Course-Based Undergraduate Research Experiences (CUREs) integrate authentic scientific research into undergraduate and high school courses, allowing students to engage in real-world inquiry as part of their coursework Unlike traditional laboratory exercises, which often follow a predetermined set of instructions to verify known scientific concepts, CUREs immerse students in open-ended investigations enabling them to contribute to the broader scientific community.

According to SERC at Carleton College, CUREs have five defining characteristics:

  1. Use of Scientific Practices – Students formulate hypotheses, design experiments, collect and analyze data, and interpret results.
  2. Discovery of New Knowledge – Unlike conventional labs, which confirm established facts, CUREs contribute novel insights to a research field.
  3. Broadly Relevant Work – Research projects address unanswered questions that have significance beyond the classroom, often contributing to published research or larger scientific initiatives.
  4. Collaboration – Students work in teams to share ideas, troubleshoot problems, and collectively advance the research.
  5. Iteration – Students revise their approaches based on their findings, developing resilience and problem-solving skills as they refine their research methods.

Why Are CUREs Important?

Integrating research into courses enhances STEM education in several key ways:

  • Increases Student Engagement – Conducting original research is more stimulating than routine lab exercises, leading to higher student motivation
  • Improves Retention in STEM – Studies indicate that students involved in research are more likely to persist in STEM majors and careers.
  • Fosters Critical Thinking and Scientific Literacy – Engaging in research helps students develop skills in data analysis, communication, and problem-solving.
  • Expands Access to Research – CUREs enable more students, especially those at minority-serving institutions (MSIs) or under-resourced schools to participate in research experiences that they might not otherwise access.

Nanopore Sequencing and CUREs

Nanopore sequencing is well-suited for CUREs in biology and genomics because it allows students to generate and analyze real DNA sequence data within a classroom setting. By incorporating DNA barcoding, metagenomics, or genome sequencing, educators can design research projects that help students:

  • Address authentic scientific questions, such as identifying environmental microbes or sequencing unknown species.
  • Use cutting-edge sequencing technologies, mirroring real-world research settings.
  • Develop bioinformatics and data analysis skills, preparing them for careers in STEM fields.

CUREs that incorporate Nanopore sequencing provide high-impact, interdisciplinary learning experiences exposing students to molecular biology, computational biology, and scientific inquiry.

Additional Reading

  1. For more information on CUREs and their impact, visit the CUREnet website.
  2. A Guide to Course-based Undergraduate Research: Developing and Implementing CUREs in the Natural Sciences. First Edition Edition. ISBN-13: 978-1319367183. Publisher website.
  3. AAAS (American Association for the Advancement of Science) (ed. C Brewer & D. Smith). (2011). Vision and Change in Undergraduate Biology Education: A Call to Action. ISBN#: 978-0-87168-741-8. https://visionandchange.org/finalreport/.
  4. Auchincloss LC, Laursen SL, Branchaw JL, Eagan K, Graham M, Hanauer DI, Lawrie G McLinn CM, Pelaez N, Rowland S, Towns M, Trautmann NM, Varma-Nelson P, Weston TJ, Dolan EL. (2017). Assessment of course-based undergraduate research experiences: a meeting report. CBE Life Sci Educ. 13(1):29–40 doi: 10.1187/cbe.14-01-0004.
  5. Dolan EL. (2016) Course-based Undergraduate Research Experiences: Current Knowledge and Future Directions. Paper commissioned for the Committee on Strengthening Research Experiences for Undergraduate STEM Students, Board on Science Education, Division of Behavioral and Social Sciences and Education, Board on Life Sciences, Division of Earth and Life Studies. Washington, D.C.: National Academies of Sciences, Engineering and Medicine. Available https://sites.nationalacademies.org/cs/groups/dbassesite/documents/webpage/dbasse_177288.pdf.