PS 26-111 - Participation in a mammal-focused CURE (course-based undergraduate research experience) improves students’ science identities

Abstract: Traditional mentored research experiences are critical elements of undergraduate education in ecology; they allow students to learn about inquiry, gain confidence in overcoming obstacles, and self-identify as scientists. Yet many barriers exist for students to gain these experiences, including the limited number of positions available, family or work obligations during summer or the academic year, discomfort approaching faculty about participating in research, and unfamiliarity with the existence of research opportunities. Course-based Undergraduate Research Experiences (CUREs) are a strategic way to provide more students with authentic research experience by embedding research activities in course curricula, thus increasing the number of students gaining research experiences. However, few CUREs are readily available for field-based or ecological courses, and the effects of CURE participation on student learning outcomes, including science identity, in these fields has not been well-studied. We evaluated the effect of participating in a networked CURE investigating the behavioral ecology of sciurids (Squirrel-Net) on students’ science identities. Students in 90 courses at 57 institutions completed a survey before and after participating in a field-based Squirrel-Net CURE module between 2019 - 2022. Responses to the question “Do you view yourself as a scientist? Why or Why not?” were coded, emergent themes were identified, and the prevalence of different themes were compared pre- and post-CURE. Students who did not identify as scientists felt they lacked knowledge, confidence, or experience, were disinterested in science, or did not consider fieldwork as scientific research. Conversely, among students who did identify as scientists, many indicated curiosity or a growth mindset as key elements of scientific work, or they described the role of a mentor on their ability to do science. These results shed light on the elements of CURE participation that support the development of strong scientific identities in ecology and will help inform teaching methods that best prepare future ecologists in important research skills.