Within the past decade, course-based undergraduate research experiences (CUREs) have emerged as a viable mechanism to enhance novices development of scientific reasoning and process skills in the science, technology, engineering, and mathematics disciplines. that select features of the CURE, such as increased student autonomy and collaboration, mediate student learning and enjoyment. Collectively, this research provides novel insights into the benefits achieved as a result of CURE participation and can be used to guide future development and evaluation of authentic research opportunities. 158442-41-2 IC50 INTRODUCTION For several decades, evidence has suggested that engagement in authentic research practices is usually of significant importance for novices development of reasoning and literacy skills in the science, technology, engineering, and mathematics (STEM) disciplines (Holt (2012 , 2015 ) have shown, for instance, that students enrolled in introductory cell/molecular and organismal biology CUREs report a deeper appreciation for and interest in scientific research as compared with their peers completing traditional laboratory coursework. Furthermore, students enrolled in these research-intensive opportunities exhibit marked postinstructional shifts in their confidence in conducting authentic scientific research and in their ability to think like a scientist (Brownell CURE have on students content knowledge in the biological sciences as compared with a matched comparison group that participated in a parallel, traditional laboratory experience? What impact does participation in the CURE have on students attitudes and motivation in biology as compared with a matched comparison group that participated in a parallel, traditional laboratory experience? What differences, if any, exist in STEM versus non-STEM students shifts in attitude and motivation in biology following participation in OBSCN the CURE? To what degree were course and programmatic learning outcomes achieved as a result of implementation of the CURE? We hypothesized that students participating in the CURE would exhibit greater expert-like shifts in attitudes, motivation, and content knowledge in the discipline than those students within the matched comparison group given the active- and inquiry-based nature of the authentic research opportunity. This hypothesis is usually supported by existent literature, which indicates a positive correlation between participant engagement in student-centered learning environments and affective and/or performance-based outcomes (Tai CURE were anticipated to be diverse, given the dual function of the course as both a liberal arts core (non-STEM) option and a required survey course for several STEM disciplines on campus (see Supplemental Table S1; Batzli, 2005 ), we likewise found it imperative to assess for potential differences in affective shifts between STEM and non-STEM cohorts enrolled in the CURE. From a broader perspective, we believed the CURE allowed for greater targeting of programmatic learning objectives, namely, the enhancement of students scientific reasoning and professional skills in the domain name, in a manner that had the potential to promote learning for students (AAAS, 2011 ). The CURE described herein, and the central research questions detailed above, are novel in several aspects. To the best of our knowledge, this is the first CURE to adopt a structure in which the initial hour of each weeks laboratory meeting is devoted to engaging students in an active learning-based supplemental instruction (SI) session designed to reinforce their understanding of content presented in the lecture portion of the course. This structure was adopted intentionally to ensure that 158442-41-2 IC50 a connection between lecture and laboratory experiences remained despite the fact that the CURE was no 158442-41-2 IC50 longer aligned with core content presented in the lecture. In addition, although the structure of the CURE (see the structure of the CURE could be contributing to those outcomes as well. CONCEPTUAL MODEL The research presented here is situated within Corwin CURE. Although our objective was not to explicitly test the model proposed by the authors, we elected to focus on these short- and medium-term outcomes due, broadly, to their established relationships to student success and retention in the STEM disciplines (Seymour, 2000 ; Tai CURE. Collectively, these data are designed to provide insight not only into student outcomes obtained from engagement in either traditional or authentic research experiences but also the structural characteristics of the CURE that could be contributing to those outcomes. METHODS Participant Recruitment and Matching Procedures Participants (= 125; 97% of sampled population) represented a convenience sample consisting of all students enrolled in an introductory cell and molecular biology CURE at a midsized, doctoral degreeCgranting institution in the Spring 2015 semester. For comparative purposes,.