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<p>Course-based undergraduate research experiences (CUREs) have been transformative for enhancing undergraduate students’ opportunities in science. In response to the COVID-19 pandemic, traditional course methods were adapted to online and digital formats, and faculty explored methods for continued student learning despite limited access to physical laboratories, including CUREs. The current study presents the methods of development and refinement of a Digital Course-Based Undergraduate Research Experience (DCURE) as an accessible, long-term approach in STEM education. We define a DCURE as a CURE with a substantial digital component in data collection and data analysis, while still meeting the established criteria for a CURE (Auchincloss et al. in CBE Life Sci Educ 13(1):29–40, 2014). Importantly, we distinguish between <i>digital</i> (use of software and computational tools) and <i>online</i> (mode of course delivery), noting that DCUREs may be implemented in in-person, hybrid, or online formats. We describe the process of transitioning a plant evolutionary ecology CURE that examines the effects of mutations on plant traits across environments to a DCURE. Our DCURE model leverages common digital tools, such as ImageJ, for data collection and analysis, while preserving the core elements of CUREs, including hypothesis testing, data interpretation, and scientific collaboration. Through an iterative refinement process, we successfully transitioned the student experience from live plants in the classroom into a plant image-based format, demonstrating an example of a DCURE in evolutionary biology. Additionally, the DCURE model enhances student accessibility by reducing barriers associated with laboratory access, or resource limitations and geographic constraints when a network of faculty collaborate across institutions. This paper provides a detailed overview of the DCURE transition process and offers practical recommendations for evolutionary biology educators seeking to transition current laboratory activities or implement digital research experiences to meet the needs of students across academic settings.</p>

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Transitioning a plant-based CURE into a DCURE: digital innovation in evolutionary ecology education

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年4月20日

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  • Danielle Jensen-Ryan,
  • April Bisner,
  • Cynthia C. Chang,
  • Hilary S. Callahan,
  • Caprice M. Disbrow,
  • Tara Enders,
  • Michelle Geary,
  • Lua Lopez,
  • Larry L. Lowe,
  • Mao-Lun Weng,
  • Michael J. Wolyniak,
  • Sara A. Wyse,
  • Matthew T. Rutter,
  • Allan E. Strand,
  • Courtney J. Murren

摘要

Course-based undergraduate research experiences (CUREs) have been transformative for enhancing undergraduate students’ opportunities in science. In response to the COVID-19 pandemic, traditional course methods were adapted to online and digital formats, and faculty explored methods for continued student learning despite limited access to physical laboratories, including CUREs. The current study presents the methods of development and refinement of a Digital Course-Based Undergraduate Research Experience (DCURE) as an accessible, long-term approach in STEM education. We define a DCURE as a CURE with a substantial digital component in data collection and data analysis, while still meeting the established criteria for a CURE (Auchincloss et al. in CBE Life Sci Educ 13(1):29–40, 2014). Importantly, we distinguish between digital (use of software and computational tools) and online (mode of course delivery), noting that DCUREs may be implemented in in-person, hybrid, or online formats. We describe the process of transitioning a plant evolutionary ecology CURE that examines the effects of mutations on plant traits across environments to a DCURE. Our DCURE model leverages common digital tools, such as ImageJ, for data collection and analysis, while preserving the core elements of CUREs, including hypothesis testing, data interpretation, and scientific collaboration. Through an iterative refinement process, we successfully transitioned the student experience from live plants in the classroom into a plant image-based format, demonstrating an example of a DCURE in evolutionary biology. Additionally, the DCURE model enhances student accessibility by reducing barriers associated with laboratory access, or resource limitations and geographic constraints when a network of faculty collaborate across institutions. This paper provides a detailed overview of the DCURE transition process and offers practical recommendations for evolutionary biology educators seeking to transition current laboratory activities or implement digital research experiences to meet the needs of students across academic settings.