A Course-Based Undergraduate Research Experience (CURE) in Biology: Developing Systems Thinking through Field Experiences in Restoration Ecology

Course-based undergraduate research experiences (CUREs) introduce research leading to skills acquisition and increased persistence in the major. CUREs generate enthusiasm and interest in doing science and serve as an intervention to increase equity and participation of historically marginalized students. In the second-semester laboratory of our introductory sequence for biology and marine science majors at California State University Monterey Bay (CSUMB), instructors updated and implemented a field-based CURE. The goals of the CURE were to promote increased scientific identity, systems thinking, and equity at a Hispanic-serving institution (HSI). Through the CURE, students engaged in scientific writing through a research paper with a focus on information literacy, critical thinking, and quantitative reasoning as important elements of thinking like a scientist. Course exams also revealed that students showed gains in their ability to evaluate a new biological system using systems thinking. More broadly, because such field-based experiences demonstrate equity gains among Latinx students and a much greater sense of scientific identity, they may have impacts beyond introductory biology including in students' personal and professional lives.

Automated summary

Course-based undergraduate research experiences (CUREs) can enhance students' research skills and persistence in their majors, promote equity and participation, and increase scientific identity. By engaging in scientific writing and developing systems thinking, students are able to improve their ability to evaluate and analyze biological systems. These experiences have a positive impact on Latinx students' equity gains and their personal and professional lives.