Abstract:

Course-based undergraduate research experiences (CUREs) have emerged as a high-impact practice for improving student engagement, retention, and persistence in STEM, particularly among historically underrepresented populations. This study describes the design, implementation, and outcomes of two distinct, novel CURE-based courses at Delaware State University, a Historically Black College and University (HBCU), aimed at embedding authentic research experiences into the undergraduate curriculum.

The first course, Biotechniques, is a senior-level laboratory course that integrates foundational technical training with authentic research applications. Students progress from mastering core molecular and cellular biology techniques (e.g., DNA extraction, protein extraction, electrophoresis) to analyzing real-world biological samples derived from ongoing faculty research. The course culminates in collaborative data analysis and manuscript preparation, resulting in a co-authored publication involving all enrolled students.

The second course is a two-semester Capstone Research Seminar focused on scientific synthesis. Our traditional capstone course involves presenting work performed in a laboratory on campus or during an off-campus internship. However, due to increased enrollment of students as Biology majors, without a concomitant increase in research faculty, we sought to modify the traditional capstone experience. In this course, students are guided through the development of a systematic review and meta-analysis, including formulation of a research question, guided literature screening, data extraction, statistical analysis, and manuscript writing. Emphasis is placed on scientific literacy, critical appraisal, and reproducible research practices.

Preliminary outcomes indicate increased student confidence in research skills, improved scientific writing proficiency, and successful dissemination of student work through peer-reviewed publications. These courses provide scalable models for integrating research into teaching at resource-limited institutions while promoting equity in access to high-impact research experiences.

This work highlights how structured, publication-oriented CUREs can serve as transformative tools for advancing inclusive excellence in STEM education.

Keywords:

CURE, active learning, higher education, education, research, pedagogy.