Implementation of Course-based Undergraduate Research Experiences in Non-STEM Fields

Abstract

This study investigates the implementation of Course-Based Undergraduate Research Experiences (CUREs) in non-STEM fields, analyzing the obstacles, adjustments, and accomplishments experienced by educators. Although CUREs have been extensively incorporated into STEM education to improve student engagement and research exposure, their application in non-STEM fields remains under-researched. This study employs qualitative research to examine interviews and classroom observations, aiming at identifying how instructors adapt essential research elements—discovery, iteration, collaboration, scientific practices, and broader impact—to conform to the methodologies of the humanities, social sciences, and arts disciplines. The findings underscore the considerable efforts necessary for educators to incorporate research experiences into their curricula, frequently amid constrained institutional support and resources.The findings underscore the imperative for customized training, mentorship, and organized institutional frameworks to effectively maintain non-STEM CUREs. Observational data indicate that students gain from practical research experiences that enhance their analytical abilities, critical thinking, and involvement with real-world applications. Nonetheless, obstacles including financial inequities, absence of defined research frameworks, and time limitations limit the extensive implementation of CUREs in non-STEM disciplines. The study emphasizes the necessity for enhanced professional development opportunities, interdisciplinary collaborations, and centralized resource repositories to assist educators in integrating CURE ideas into their fields. By tackling these difficulties, schools may cultivate an inclusive research culture that transcends STEM, giving students in all disciplines with vital research abilities and problem-solving abilities.