As the call for STEM education reform becomes more imperative nationally, efforts at the post-secondary level have become more widespread. This endeavor includes course-based undergraduate research experiences (CUREs) which can be a possible alternative to traditional “cookbook” labs. CUREs promote early exposure to research, improving self-efficacy, building STEM identity, and increasing equity in STEM. This study presents a qualitative investigation into the perspectives of a diverse group of graduate-assistant (GA) instructors and peer research mentors who participated in a CURE curriculum in the second semester of General Chemistry Lab at Lewis University. The benefits reported here by GA instructors, including improvement in science communication and the facilitation of learning, are distinct from those reported in the literature for faculty. Peer mentors most often cite pride in their work and a new perspective on process of science as benefits of their experience. These perspectives will be useful as the CURE curriculum is refined and strengthened for future implementation.

Perspectives on course-based undergraduate research experiences

ACS Spring Meeting 2021

The official archive and repository for all ACS Meetings & Expositions abstracts and select posters or presentations.