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While large universities can offer undergraduate research in laboratories, many cannot meet demand for research apprenticeships. Course-based undergraduate research experiences (CUREs) address scalability by enabling faculty-mentored student work on novel problems within unit-bearing classes. This report tests whether First-Year Seminars (FYS) can serve as a CURE venue and presents successful implementation of twenty-four CUREs across varied topics.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/first-year-seminars-as-a-venue-for-course-based-undergraduate-research-experiences-a-preliminary-report/594863/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/first-year-seminars-as-a-venue-for-course-based-undergraduate-research-experiences-a-preliminary-report/594863.png","ImageObject",300,407,{"name":92,"@type":93},"Mary Man","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-31","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What problem does the study address regarding undergraduate research opportunities?","Question",{"text":112,"@type":113},"Large universities often cannot accommodate all students seeking research apprenticeships, limiting access to authentic undergraduate research experiences.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How do CUREs differ from traditional undergraduate research experiences (UREs)?",{"text":117,"@type":113},"CUREs scale access by embedding faculty-mentored student research on novel problems into regular unit-bearing classes, rather than relying on one-on-one mentorship.",{"name":119,"@type":110,"acceptedAnswer":120},"Why were First-Year Seminars (FYS) considered a suitable venue for CUREs?",{"text":121,"@type":113},"FYS programs are small, credit-bearing classes for freshmen and transfer students, and their flexible course design allows instructors to shape learning around their interests, research, and teaching philosophy.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},594863,1792171381,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":52,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},7421720224475,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","First-Year Seminars as a venue for Course-based Undergraduate Research  \nExperiences: a preliminary report  \nAshley Vater 1 , Katherine Dahlhausen 1,2, David A. Coil 1, Brittany N. Anderton3, Christian S. Wirawan2,4,  \nNatalia Caporale4, and J. David Furlow2,4,5  \n1. Genome Center, University of California, Davis. Davis, CA. 95616  \n2. College of Biological Sciences, University of California, Davis. Davis, CA. 95616  \n3. Department of Communication, University of California, Davis. Davis, CA. 95616  \n4. Department of Neurobiology, Physiology and Behavior, University of California, Davis. Davis, CA. 95616  \n5. Office of Undergraduate Education, University of California, Davis. Davis, CA. 95616  \nABSTRACT  \nHands-on research provides insight into the process of science and has been linked to increased retention of students in STEM disciplines. While large research universities can provide valuable undergraduate research experiences in laboratories, most cannot accommodate all of the students seeking research apprenticeships. Course-based undergraduate research experiences (CUREs) offer a scalable solution to this problem by facilitating faculty-mentored student research on novel problems through the structure of unit-bearing classes. Yet, implementation of CUREs de novo in large-enrollment introductory courses can be challenging at both institutional and individual instructional levels. We investigated whether First-Year Seminars (FYS), small credit-bearing classes targeted at freshman and transfer students, which are common in large universities, could provide a venue for CUREs. We found that in association with taking these courses, students reported attitudinal gains linked to STEM persistence and that the FYSCURE participant body demographically represented the campus undergraduate population. Here, we describe the successful implementation of twenty-four CUREs spanning a diverse range of topics through the FYS program at a large research institution.  \nKeywords: Course-based Undergraduate Research Experience, CURE, First-Year Seminar, Freshman Seminar, Transfer Seminar, Biology Education Research, Undergraduate Research   \nIntroduction  \nParticipation in Undergraduate Research Experiences (UREs) is associated with increased persistence and improved academic performance of students in science, technology, engineering, and mathematics (STEM) disciplines (National Academies of Sciences, 2017) . Additionally, UREshave been shown to promote students’ sense of project ownership, self-efficacy and scientific identity (Seymour et al., 2004) . These benefits arguably have the greatest impact on students from traditionally disadvantaged backgrounds, and URE participation has been linked to improved STEM retention in minority populations (Barlow & Villarejo, 2004; Gregerman et al., 1998). However, the typical one-onone mentorship structure of traditional UREs limits thescalability of these opportunities.  \nCourse-based UREs (CUREs) provide a larger number of students access to authentic research, as advocated by educational reform reports such as Vision and Change: A Call to Action (Brewer & Smith, 2011) and the President's Council of Advisors  \non Science and Technology (Holdren et al., 2010) . Within the CURE course structure, elements of traditional UREs are incorporated for experiential authenticity. These features include: use of scientific practices, collaboration, iteration, discovery and broadly relevant work (Auchincloss et al., 2014), which not only reflect the nature of science, but also directly relate to improvements in metrics relating to these attributes (Bascom-Slack et al., 2012; Corwin et al., 2018; Hanauer et al., 2016) . A growing body of evidence suggests that participation in CUREs provides benefits comparable to those of UREs (Brownell et al., 2015; Brownell & Kloser, 2015; Brownell et al., 2012; Rodenbusch et al., 2016) . Additionally, CUREs benefit instructors – with the most frequently reported outcome being ","cbCaiuxOtMae3xut","https://ap.wps.com/l/cbCaiuxOtMae3xut","pdf",398783,"English","# Abstract\n# Introduction\n## Background on UREs and STEM outcomes\n## Limitations of traditional mentorship\n## CUREs as a scalable solution\n## Why First-year seminar formats fit CUREs\n# Study aims and evaluation approach","[{\"question\":\"What problem does the study address regarding undergraduate research opportunities?\",\"answer\":\"Large universities often cannot accommodate all students seeking research apprenticeships, limiting access to authentic undergraduate research experiences.\"},{\"question\":\"How do CUREs differ from traditional undergraduate research experiences (UREs)?\",\"answer\":\"CUREs scale access by embedding faculty-mentored student research on novel problems into regular unit-bearing classes, rather than relying on one-on-one mentorship.\"},{\"question\":\"Why were First-Year Seminars (FYS) considered a suitable venue for CUREs?\",\"answer\":\"FYS programs are small, credit-bearing classes for freshmen and transfer students, and their flexible course design allows instructors to shape learning around their interests, research, and teaching philosophy.\"}]","First-Year Seminars as a venue for Course-based Undergraduate Research Experiences - a preliminary report | PDF",1792079984,25]