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Modeling Course-Based Undergraduate Research Experiences: An Agenda for Future Research and Evaluation

*Texas Institute for Discovery Education in Science, College of Natural Sciences, University of Texas at Austin, Austin, TX 78712

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Center for Teaching and Learning, Yale University, New Haven, CT 06520

Department of Psychiatry, School of Medicine, Yale University, New Haven, CT 06520

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*Texas Institute for Discovery Education in Science, College of Natural Sciences, University of Texas at Austin, Austin, TX 78712

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Mary Lee Ledbetter, Monitoring Editor

Published Online:13 Oct 2017https://doi.org/10.1187/cbe.14-10-0167

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  16 August 2019 | CBE—Life Sciences Education, Vol. 18, No. 3
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  30 August 2019 | CBE—Life Sciences Education, Vol. 18, No. 3
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  4 March 2019
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  30 January 2019 | Conservation Science and Practice, Vol. 1, No. 1
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  Journal of Microbiology & Biology Education, Vol. 20, No. 2
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  12 April 2019 | Conservation Science and Practice, Vol. 1, No. 1
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  21 November 2018 | Journal of Food Science Education, Vol. 18, No. 1
- Development and Use of CUREs in Biochemistry
  5 December 2019
- A Low-Intensity, Hybrid Design between a “Traditional” and a “Course-Based” Research Experience Yields Positive Outcomes for Science Undergraduate Freshmen and Shows Potential for Large-Scale Application
  Thushani Rodrigo-Peiris,
  Lin Xiang, and
  Vincent M. Cassone
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  18 October 2018 | CBE—Life Sciences Education, Vol. 17, No. 4
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  Georgianne L. Connell, and
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  16 November 2018 | CBE—Life Sciences Education, Vol. 17, No. 4
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  Stephanie M. Gardner
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  29 November 2018 | CBE—Life Sciences Education, Vol. 17, No. 4
- Students Who Fail to Achieve Predefined Research Goals May Still Experience Many Positive Outcomes as a Result of CURE Participation
  Logan E. Gin,
  Ashley A. Rowland,
  Blaire Steinwand,
  John Bruno, and
  Lisa A. Corwin
  James Hewlett, Monitoring Editor
  16 November 2018 | CBE—Life Sciences Education, Vol. 17, No. 4
- Authentic Inquiry through Modeling in Biology (AIM-Bio): An Introductory Laboratory Curriculum That Increases Undergraduates’ Scientific Agency and Skills
  Susan D. Hester,
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  Lisa F. Rezende, and
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  29 November 2018 | CBE—Life Sciences Education, Vol. 17, No. 4
- Incorporating Research into Undergraduate Paleontology Courses
  24 October 2018 | , Vol. 13
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  10 October 2023 | Journal of College Science Teaching, Vol. 48, No. 2
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  2 July 2018 | Journal of Chemical Education, Vol. 95, No. 9
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  28 June 2018 | Computer Applications in Engineering Education, Vol. 26, No. 5
- Anticipated learning outcomes for a biochemistry course‐based undergraduate research experience aimed at predicting protein function from structure: Implications for assessment design
  26 October 2018 | Biochemistry and Molecular Biology Education, Vol. 46, No. 5
- Design, implementation, and evaluation of a multi-disciplinary professional development program for research mentors
  13 October 2018 | Mentoring & Tutoring: Partnership in Learning, Vol. 26, No. 4
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  13 April 2018 | Journal of Chemical Education, Vol. 95, No. 6
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  Lisa A. Corwin,
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  30 October 2018
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  20 November 2018
- The Influence of Affirming Kindness and Community on Broadening Participation in STEM Career Pathways
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  13 October 2017 | CBE—Life Sciences Education, Vol. 14, No. 2

Vol. 14, No. 1

March 02, 2015

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History

Submitted: 11 October 2014

Revised: 25 November 2014

Accepted: 10 December 2014

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© 2015 L. A. Corwin et al. CBE—Life Sciences Education © 2015 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

Thanks to Melissa Aikens and Lucas Wachsmuth for their careful reading and thoughtful feedback on drafts of the manuscript and to the Cornell Office for Research on Evaluation for early use of the Netway (CORE, 2009) to develop pathway models. Support for this work was provided by a grant from the National Science Foundation (NSF DBI-1061874). M.J.G. is supported through a Howard Hughes Medical Institute’s (HHMI) professor grant (originally to Jo Handelsman), as well as by an NSF grant (NSF-TUES 1323258). The contents of this paper are solely the responsibility of the authors and do not necessarily represent the official views of the HHMI or the NSF.