<br/>Course-based undergraduate research experiences (CUREs) provide opportunities to present a group of students with a research question with significance to the scientific community. In contrast to a traditional lab course consisting of mostly heuristic exercises, CUREs introduce students to the process of iterative research and emphasize data generation and critical thinking like a scientist. Students who engage in CUREs report a greater sense of connection to the scientific community and increased confidence in their ability to “do science”. Herein, we present the involvement and role of more experienced undergraduate mentors serving as peer learning assistants for CUREs. This poster focuses on the mutually beneficial relationship between students and learning assistants in CUREs. In brief, students benefit from concrete and approachable role models, while peer learning assistants build confidence while practicing mentorship and effective scientific communication. Both qualitative and quantitative data will be presented.

Mutually beneficial relationship between students and peer learning assistants in course-based undergraduate research experiences (CUREs)

256th National Meeting (2018)

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