Abstract
Although most universities provide excellent research experiences for outstanding undergraduate students, the number of interested students typically outstrips the supply of faculty and graduate student mentors. Addressing this shortfall is the reason Course-based Undergraduate Research Experiences (CUREs) were created. CUREs face obvious challenges because they operate at a larger scale than the traditional apprentice-based model for undergraduate research, creating resource issues for experimental research that requires equipment, laboratory space, and staff oversight. To help address these hurdles, one university has created a professional development program that provides training, collegial mentoring, and financial support to interested faculty. This paper provides an overview of the CURE program from the perspective of a faculty member who has created CURE content in Engineering Technology and served as a mentor for other faculty pursuing this style of teaching. The purpose is to stimulate discussions of best practices and encourage new faculty to participate.
Date of this Version
2024
Recommended Citation
Hutzel, Bill; Zywicki, Craig; and Gardner, Stephanie M., "Course-based Undergraduate Research Experiences (CURE) in Engineering Technology" (2024). School of Mechanical Engineering Faculty Publications. Paper 69.
https://docs.lib.purdue.edu/mepubs/69
Comments
This is the author-supplied version of Hutzel, W; Zywicki, C; and Gardner, S. (2024) "Course-based Undergraduate Research Experiences (CURE) in Engineering Technology. 2024-IL-IN Section Conference, University of Illinois Chicago.
© 2024 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference.