Year 1 Evaluation Report

Executive Summary

Introducing CUREs in Community College: Innovations for Implementing and Sustaining Undergraduate Research in STEM Curricula

Project Impact

The Course-based Undergraduate Research Experiences (CURE) project successfully demonstrated measurable impact across all three strategic goals in its first year, with students showing statistically significant improvements in research competencies and STEM persistence intentions. Faculty engagement exceeded expectations, with 100% of surveyed faculty requesting implementation strategies and curriculum collaboration support.

Year 1 Key Achievements

64%

of student competencies showed statistically significant improvement

100%

of faculty requested implementation strategies and collaboration support

peer-reviewed CURE resources developed and evaluated

faculty from 5+ disciplines attended cross-disciplinary workshop

Goal 1: Faculty Research Integration Capacity

Strong Foundation Established

Biology faculty demonstrated strong prior research integration experience
High confidence in experimental design and student mentoring capabilities
Cross-disciplinary workshop attracted faculty from Biology, Psychology, English, Mathematics, and lab support
Universal demand for collaborative approaches and curriculum development partnerships
Identified key support needs: time management, curriculum integration, sustainable resource development

Goal 2: CURE Curriculum Library

Quality Resources Developed

Urban Forestry and Tree Equity CURE received exemplary ratings across all evaluation domains
Health Equity Research on Public Databases CURE received predominantly good ratings
Comprehensive peer review process using CUREnet’s standardized rubric implemented
Repository design and dissemination strategy framework established
National presentation at ITYC Summit reached community college educators nationwide

Goal 3: Student Success & STEM Pathways

Exceptional Educational Impact

16 of 25 competencies (64%) showed statistically significant improvement
Effect sizes (0.32-0.54) exceeded typical educational intervention benchmarks
Integrated Research Skills showed largest gains (d = 0.54)
4.4% higher completion rate in CURE sections (trending positive, p = .094)
BIO 1111 showed 5.9% improvement in completion rates

Student Learning Outcomes

Research Skill Development by Cluster

38%

Research Methods & Scientific Process (Post)

39%

Basic Data Skills (Post)

45%

STEM Career & Educational Intentions (Post)

Key Finding: Students develop research competencies in interconnected clusters rather than isolated skills, with integrated research practice showing the strongest gains.

Faculty Implementation Readiness Assessment

Strong Foundation

✓ Prior research integration
✓ Strong student mentoring capabilities
✓ Proven assessment development skills
✓ High confidence in experimental design
✓ Department values undergraduate research

Implementation Barriers

• Time constraints – Limited PD opportunities
• Insufficient recognition for innovation
• Resource issues – Workload concerns
• Coordination complexities across delivery formats
• Employment uncertainty among adjunct faculty

Year 2 Strategic Expansion

Significant Course Expansion: Adding BIO 1111 Online, BIO 2116, BIO 2104, BIO 2101, PHY 1111, and PHY 2111
Longitudinal Student Tracking: Term-to-term persistence and pathway completion analysis
Cross-Disciplinary Implementation: Physics integration and continued multi-STEM expansion
Systematic Faculty Support: Implementation interviews and continuous improvement framework
Enhanced Outcome Measurement: Within-course completion rates across all new CURE sections

Transformational Evidence

Year 1 results provide compelling evidence that course-based research experiences represent a high-impact intervention for community college STEM education. With effect sizes exceeding current educational research benchmarks and significant improvements across multiple competency domains, the CURE model successfully addresses both technical skills and broader competencies necessary for sustained STEM engagement. The strong faculty engagement and cross-disciplinary interest establish a foundation for sustainable institutional transformation.