Implementing and evaluating a course-based undergraduate research experience (CURE) at a hispanic-serving institution

Abstract

We are examining the impact of a course-based undergraduate research experience (CURE) at a land-grant, Hispanicserving institution in the southwestern United States. Students in our CURE completed one or two extended research projects over a single semester. Our CURE enrolled a high proportion of underrepresented minority students (70.3%), including 60.2% Hispanic students. One year after CURE completion, 31.5% of CURE students had graduated with a STEM degree, and 54.3% were enrolled in a STEM major. Pre- and postcourse surveys of indicators of persistence including scientific selfefficacy, scientific identity, valuing scientific community objectives, and intention to persist showed positive shifts. Impacts on STEM persistence have implications for the role of our CURE in diversifying the STEM pipeline, particularly for students historically underrepresented in STEM.