Course-based undergraduate research experiences (CUREs) are an alternative pedagogical approach to the apprenticeship model for high-impact research immersion experiences. A W.M. Keck-funded Research Immersion Program at a Hispanic-serving institution in Southern California proposed to expand the benefits of the CURE model by developing lower- and upper- division CUREs across a variety of STEM (biology, computer science, mathematics, and physics) and associated disciplines (anthropology, kinesiology, sociology, rhetoric, and communications). A subset of these courses moved completely online mid-semester of spring 2020 due to the COVID-19 pandemic. The goal of the study presented here is to understand the overall experiences of students and faculty members in the CURE courses in light of the transition to online learning. We present data here that show gains in skills development and understanding research design and stability in science opinions and self-perception in the spring 2020 semester, despite the transition to remote learning. We also report faculty perceptions regarding the challenges, supports, and successes of transitioning and implementing their CUREs in a remote learning environment.
Course-Based Undergraduate Research Experiences Performance Following the Transition to Remote Learning during the COVID-19 Pandemic