COS 103-5 - Improving the CURE for STEM Freshmen: A Pilot Study

Abstract: STEM retention of first-year students is crucial for STEM success and graduation rates. While undergraduate research experiences (UREs) have been associated with patterns of success, they are not easily scalable for widespread impact. Classroom-based UREs (CUREs) can address U1 student interests and motivations, increasing STEM success at a larger scale. In a pilot study, we assessed the ability of a CURE, based in ecotoxicology and environmental science, to meet the needs of U1 students and compared responses from a control group of non-CURE students to those from CURE students to understand the impact of five pedagogical components. The survey data suggests that CURE students felt like a part of a community of scientists working collaboratively, received authentic and direct feedback, did science instead of learning about science, and began to see that a STEM education is not beyond their skill set. Non-CURE students did not have as positive an experience, potentially leading to decreasing success rates among traditional students, especially among students from traditionally stigmatized groups. The pilot study provides clear data on effective and engaging STEM education for first-year students. While limited, the data suggests that the CURE intervention may have improved GPA for students, motivated students to remain in STEM, but did not alter college retention. Improving the CURE for STEM freshmen is a repeatable means of improving first-year retention and success. The study provides a foundation for future research on a larger scale to provide more opportunities for success among incoming STEM students.