Emily P Harris

Course-Based Undergraduate Research Experiences (CUREs) are research projects embedded directly into college courses, allowing all students to engage in authentic cientific investigation as part of their regular curriculum. Unlike traditional research models, where only a few students work closely with faculty mentors, CUREs democratize access by offering hands-on research opportunities to entire classes. These projects typically involve forming hypotheses, collecting and analyzing real data, and presenting findings, giving students a genuine experience of the scientific process. CUREs are shown to improve academic performance, scientific reasoning, and confidence among STEM and non-STEM students alike (Appel et al., 2024; Buffalari et al., 2020). In particular, they enhance communication, collaboration, and critical thinking skills (Petrella & Jung, 2008; Teter, 2023). These benefits are especially impactful for first-generation college students and underrepresented groups, promoting equity and inclusion in STEM fields (Miller et al., 2023; Brew & Saunders, 2023). In STEM education specifically, undergraduate research experiences have been linked to increased scientific identity, greater career readiness, and long-term engagement in the field (Trott et al., 2019; Okochi et al., 2023).

Course-Based Undergraduate Research Experiences (CUREs) integrate real-world research into classroom learning. While they are known to improve student outcomes in STEM fields, their impact on general education courses such as Introduction to Earth Science (ESC 2000) is less understood. These courses aim to build critical thinking and foundational skills, but students often see them as unrelated to their academic or career goals. Previous studies have shown that CUREs can increase student engagement, enhance scientific literacy, and promote a sense of belonging in STEM (Auchincloss et al., 2014; Brownell & Kloser, 2015). They are also associated with improved research skills, confidence, and persistence in science-related disciplines (Bangera & Brownell, 2014). However, most of this research has focused on upper-level STEM majors. There is limited data on how CUREs affect students in general education settings, particularly those who do not identify with science as part of their future goals (Cooper et al., 2019). This study explores whether participating in CUREs increases student engagement, motivation, and confidence in general education, and whether it helps students see greater relevance in these foundational courses.