Collaborative Research: A Differentiated Support Model for Scaling Networked Course-Based Undergraduate Research Experiences Across Institution Types

The project aims to serve the national interest by expanding undergraduate students’ access to authentic scientific research experiences. Engaging students in research has been shown to strengthen scientific identity, improve persistence in STEM fields, and develop the analytical and collaborative skills demanded by the modern scientific workforce. Course-based undergraduate research experiences (CUREs) have emerged as the most scalable alternative to the traditional research apprenticeship model, yet broad adoption of CUREs has been limited. This Level 1 Institutional and Community Transformation project addresses this gap by transforming an established networked analytical chemistry CURE into an enduring community of practice. The CURE uses low-cost paper-based devices to engage students in scientific discovery. The importance of this work lies in its development of a transferable model capable of supporting CURE adoption across institution types, including both primarily undergraduate institutions and research-intensive universities that rely on graduate teaching assistants for laboratory instruction. In addition to a training and mentoring model that will support new faculty implementers, a distinguishing feature of this project is its integration of custom generative artificial intelligence (AI) assistants designed to provide real-time pedagogical and technical support. The project’s goals and scope encompass three interconnected aims. First, the project plans to operationalize the Teacher-Centered Systemic Reform (TCSR) framework, which incorporates instructional beliefs, instructional practices, personal factors, and contextual factors, as a diagnostic tool to characterize each institution’s unique barriers and inform the deployment of a differentiated 2:1 mentorship model alongside custom-trained generative AI assistants for real-time support. Second, the project plans to develop specialized graduate teaching assistant training and support structures and scaffolded instructional materials to enable sustainable CURE implementation at research-intensive universities. Finally, the project plans to assess the impact of these activities to identify the factors that drive lasting adoption of the networked CURE. The project plans to recruit 21 new implementing institutions across three annual cohorts, each participating in a residential professional development workshop, monthly mentorship meetings, and an ongoing online community of practice. Data collection plans include pre- and post-implementation questionnaires, mentor plans, interviews, and systematic analysis of laboratory materials coded for inquiry level and science practices, all analyzed through the lens of the TCSR framework. Project results, training materials, and other open-access resources will be disseminated through peer-reviewed publications, national conferences, and public hosting on the project website and platforms such as CUREnet. The NSF IUSE: EDU Program supports research and development projects to improve the effectiveness of STEM education for all students. Through the Institutional and Community Transformation track, the program supports efforts to transform and improve STEM education across institutions of higher education and disciplinary communities. This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.