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Course-Based Undergraduate Research: A Review of Models and Practices

[+] Author Affiliations
Anne Harris, Mohammed Babkoor, Tianchang Gu

Worcester Polytechnic Institute, Worcester, MA

Gül E. Kremer

Pennsylvania State University, University Park, PA

Paper No. DETC2015-46126, pp. V003T04A024; 10 pages
doi:10.1115/DETC2015-46126
From:
  • ASME 2015 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference
  • Volume 3: 17th International Conference on Advanced Vehicle Technologies; 12th International Conference on Design Education; 8th Frontiers in Biomedical Devices
  • Boston, Massachusetts, USA, August 2–5, 2015
  • Conference Sponsors: Design Engineering Division, Computers and Information in Engineering Division
  • ISBN: 978-0-7918-5710-6
  • Copyright © 2015 by ASME

abstract

Based on the available evidence from published literature, we reviewed the effectiveness of Course-based Undergraduate Research Experiences (CUREs). In many cases, CUREs present open-ended, complex problems that student teams tackle. Our review of 41 published articles, additional archival research, and semi-structured interviews identified multiple benefits of CUREs, including their ability to introduce larger numbers of students to research than is possible within traditional, apprenticeship-style models for undergraduate research experiences. We identified outcomes of CUREs as well as obstacles to their successful implementation. We recommended a set of features for consideration for future CURE implementers. A brief comparison of CURE with REU, or Research Experience for Undergraduate, is also included in the paper.

Copyright © 2015 by ASME

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