Semester of Graduation

August 2026

Degree

Master of Education (MEd)

Department

School of Education

Document Type

Thesis

Abstract

First-year undergraduate students in STEM face significant challenges related to declining interest, limited conceptual preparation, and restricted access to authentic research experiences, especially early in their academic careers. Course-based undergraduate research experiences (CUREs) have been proposed as a scalable intervention, embedding authentic research into existing laboratory courses. However, the specific components of CUREs that support first-year students' perceived conceptual understanding and motivational development remain underexplored.

This qualitative phenomenological study examined an introductory biology CURE laboratory at a research-intensive university during Fall 2025. First-year students investigated antibiotic resistance in Burkholderia thailandensis using transposon mutagenesis across a 15-week cumulative research arc. Two research questions guided the study: (1) Which course elements of the introductory biology CURE labs enhance first-year students' perceived understanding of biology concepts? and (2) Which course elements of the introductory biology CURE labs relate to the development of interest and motivation of first-year students to continue in STEM? Data were collected through an end-of-course survey (N = 25) and in-depth phenomenological interviews (N = 3), which were analyzed using a hybrid inductive-deductive thematic analysis.

Eight CURE course elements were identified as contributing to students' perceived conceptual understanding of biology: authentic research and scientific practices, conceptual and procedural learning, laboratory technique instruction and execution, scientific writing and communication, instructor scaffolding enabling productive struggle, peer collaboration, cumulative research arc and iterative structure, and real-world research topic anchoring conceptual learning. Seven CURE course elements were identified as relating to students' perceived interest and motivation to continue in STEM: authentic research experience, hands-on laboratory techniques, cumulative research arc, scientific writing and communication, instructor guidance and support, peer collaboration, and the real-world research topic.

A central finding was that seven of the eight CURE course elements identified for RQ1 also appeared in the RQ2 findings. The same CURE course elements that enhanced students' perceived conceptual understanding simultaneously fostered their interest and motivation, suggesting that cognitive and motivational outcomes in this CURE are mutually reinforcing of one another rather than independent targets of instructional design. These findings have implications for the design of introductory biology CUREs and for programs seeking to support conceptual learning and STEM persistence among first-year students.

Date

5-18-2026

Committee Chair

Emily Dare

LSU Acknowledgement

1

LSU Accessibility Acknowledgment

1

Download

Available for download on Thursday, May 17, 2029

Share

COinS