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PreprintCC BYChemRxiv

A Flexible Framework for Course-Based Undergraduate Research Experiences

  • Kathryn L. Haas1,2,3,4
  • Jennifer Fishovitz1,2
  • Michael J. Drummond1,2
  • William C. Pfalzgraff3,5
  • LeeAnn M. Sager-Smith1,2
5 affiliations
  1. 1Department of Chemistry and Physics
  2. 2Saint Mary’s College
  3. 3Department of Chemistry
  4. 4Duke University
  5. 5Chatham University
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Abstract

Course-based undergraduate research experiences (CUREs) broaden access to the high-impact practice of undergraduate research. Unfortunately, many faculty lack a clear roadmap for developing a CURE. To address this barrier, we present a series of modular activities, the CURE "Flexi-Framework", which guides faculty through the process of creating a CURE based on their own research. Within the framework, students progress through four phases of scientific research: (I) Obtaining, Evaluating, and Organizing Information; (II) Asking Questions and Planning Investigations; (III) Investigation, Data Analysis, and Iteration; and (IV) Justification and Communication through a written report and/or oral presentation. Each phase consists of assessable, workshop-style activities that can be adapted to different research topics while maintaining the CURE-defining elements of collaboration, discovery and relevance, and iteration. Over the past decade, the Flexi-Framework has been used to implement multiple upper-division CUREs across three institutions and several subdisciplines of chemistry. Assessment using the Classroom Undergraduate Research Experience Survey and the Laboratory Course Assessment Survey demonstrates student-reported gains and course design elements consistent with national CURE benchmarks. The CURE Flexi-Framework thus provides a validated, adaptable pathway for integrating research into coursework, lowering the barrier to adopting CUREs across institutional and disciplinary contexts.

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Cite

BibTeXRIS
BibTeX
@misc{haas2026flexible,
  title = {{A Flexible Framework for Course-Based Undergraduate Research Experiences}},
  author = {Kathryn L. Haas and Jennifer Fishovitz and Michael J. Drummond and William C. Pfalzgraff and LeeAnn M. Sager-Smith},
  howpublished = {ChemRxiv},
  year = {2026},
  month = sep,
  doi = {10.26434/chemrxiv.15007221/v3},
  url = {https://chemrxiv.org/doi/full/10.26434/chemrxiv.15007221/v3},
  note = {CC BY},
}
RIS
TY  - UNPB
TI  - A Flexible Framework for Course-Based Undergraduate Research Experiences
AU  - Kathryn L. Haas
AU  - Jennifer Fishovitz
AU  - Michael J. Drummond
AU  - William C. Pfalzgraff
AU  - LeeAnn M. Sager-Smith
PY  - 2026
DA  - 2026/09/29
PB  - ChemRxiv
DO  - 10.26434/chemrxiv.15007221/v3
UR  - https://chemrxiv.org/doi/full/10.26434/chemrxiv.15007221/v3
AB  - Course-based undergraduate research experiences (CUREs) broaden access to the high-impact practice of undergraduate research. Unfortunately, many faculty lack a clear roadmap for developing a CURE. To address this barrier, we present a series of modular activities, the CURE "Flexi-Framework", which guides faculty through the process of creating a CURE based on their own research. Within the framework, students progress through four phases of scientific research: (I) Obtaining, Evaluating, and Organizing Information; (II) Asking Questions and Planning Investigations; (III) Investigation, Data Analysis, and Iteration; and (IV) Justification and Communication through a written report and/or oral presentation. Each phase consists of assessable, workshop-style activities that can be adapted to different research topics while maintaining the CURE-defining elements of collaboration, discovery and relevance, and iteration. Over the past decade, the Flexi-Framework has been used to implement multiple upper-division CUREs across three institutions and several subdisciplines of chemistry. Assessment using the Classroom Undergraduate Research Experience Survey and the Laboratory Course Assessment Survey demonstrates student-reported gains and course design elements consistent with national CURE benchmarks. The CURE Flexi-Framework thus provides a validated, adaptable pathway for integrating research into coursework, lowering the barrier to adopting CUREs across institutional and disciplinary contexts.
ER  -