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Cited by 1Science Education and PedagogyEvaluation of Teaching PracticesInnovative Teaching Methods

The DOI matches its Crossref record; 6 of the 6 references it cites were found in a registry or an index.

What Student Struggles do Instructors see? Teacher Knowledge of Students in Course-Based Undergraduate Research Experiences

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Cooper, Alexandra C., Delcy, Marie D., Dolan, Erin L.·2026·CBE—Life Sciences Education
DOI 10.1187/cbe.25-06-0130PMC PMC12930264
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Abstract

Course-based undergraduate research experiences (CUREs) increase student access to research, providing opportunities for more students to engage with science practices and make novel science contributions. However, little is known about how to teach CUREs effectively. Effective CURE instruction relies on an instructor's knowledge of students, which is used to notice and respond to students as they conduct research. This study investigates CURE instructor knowledge of students that resulted from previous noticing when students experience research challenges. We surveyed a national sample of experienced CURE instructors about the challenges they have seen students experience that are distinctive to CUREs. Analysis from our deductive and inductive qualitative analysis of instructors’ knowledge of students indicated that they paid attention to student struggles in two main areas: nature of science and research as a practice. Instructor interpretations within these two areas provided nuanced insight into their knowledge of students’ knowledge, skills, and emotions across research challenges. Our results provide new insight into CURE instructor knowledge of students that was developed from noticing, which has implications for future research on CURE instruction and instructor professional development.

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  • Implementing CUREs requires sustained instructional and institutional support.

    “However, implementing CUREs requires sustained instructional and institutional support.”

    From Generative AI Expands the Intellectual Reach of Course Based Undergraduate Research Experiences (CUREs) (2026) · cites this paper as Cooper et al. 2026

    The Discussion (page unavailable) calls for preparing and supporting instructors new to CURE teaching, including through professional development. This supports an instructional-support component, but the paper does not establish that implementing CUREs requires sustained support or institutional support. (LLM, conf=0.82)

    Experimental — accuracy not yet measured

  • Authentic inquiry depends on responsive feedback and instructors capable of recognizing and addressing the evolving needs of students in research settings.

    “Authentic inquiry depends on responsive feedback and instructors capable of recognizing and addressing the evolving needs of students in research settings (Goodwin et al. 2022; Cooper et al. 2026), consequently placing substantial demands on instructor preparation and mentoring capacity (Spell et al. 2014; Craig 2017; DeChenne-Peters and Scheuermann 2022).”

    From Generative AI Expands the Intellectual Reach of Course Based Undergraduate Research Experiences (CUREs) (2026) · cites this paper as Cooper et al. 2026

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Metadata

Authors
Cooper, A. C., Delcy, M. D., & Dolan, E. L.
Affiliations
  • North Carolina State University (US)
  • University of Georgia (US)
Corresponding author
Cooper, Alexandra C.
ORCID
Venue
CBE—Life Sciences Education
Publisher
American Society for Cell Biology (ASCB)
Published
2026-03-01
Volume
25
Issue
1
Pages
ar7-ar7
ISSN
1931-7913 (ISSN-L)
DOI
10.1187/cbe.25-06-0130
PMC
PMC12930264
OpenAlex
W7123486041
Cited by
1
References
6
Citations by year
2026: 1
FWCI
20.38
Type
journal article
Language
en
Open access
Licence
cc-by-nc-sa
Locations
  • CBE—Life Sciences Education (publishedVersion, cc-by-nc-sa)
  • PubMed (publishedVersion)
  • PubMed Central (publishedVersion, cc-by-nc-sa)
Topics
  • Social Sciences › Education › Science Education and Pedagogy
  • Social Sciences › Education › Evaluation of Teaching Practices
  • Social Sciences › Education › Innovative Teaching Methods
Keywords
course-based undergraduate research experiences, noticing, student struggle, research challenges, nature of science, instructor professional development
MeSH terms
Academia, Curriculum, Faculty, Humans, Research, Students, Teaching, Universities, Knowledge

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