FYS-CURE (Course-based Undergraduate Research Experience) courses provide students with an introductory research opportunity where they can hone their research skills, receive valuable mentoring, and contribute to the research of UC Davis scientists and scholars.
Ready to teach your FYS-CURE?
STEP 1: Submit a course proposal by the seminar proposal deadline
STEP 2: FYS will promote your FYS-CURE seminar to all incoming students at each summer orientation and throughout the academic year!
FYS-CUREs recruit a class of students to address an issue that is of real interest to the scientific or academic community. These experiential learning courses integrate 5 key features of research — field-specific practices, discovery, broad relevance, collaboration, and iteration. As with all FYS courses, FYS-CURE seminars are small research focused 1 or 2 unit courses. Priority enrollment is granted to students in their first year at UC Davis, both frosh and transfer, and courses have no prerequisites for enrollment.
Nationally, CUREs have been implemented at a wide variety of institutions and with students at all stages of their undergraduate careers. This educational model is grounded in the understanding that early exposure to authentic research experiences can be pivotal in the education and professional development of undergraduate students. In addition, by integrating research into a course, CUREs overcome several of the barriers associated with traditional research internships; CURE courses enroll many more students than 1-on-1 mentorship models and make research experiences accessible to all students who enroll, not just those with personal or programmatic connections that help them get access to research.
CUREs Defined
The FYS-CURE program has adopted the CURE definition proposed by Auchincloss et al. (2014), which states that effective CUREs integrate the following five elements:
- RESEARCH TECHNIQUES & EQUIPMENT
- A guided introduction to investigation methods within the discipline.
- DISCOVERY
- Outcome of investigation is unknown to both the students & instructor.
- BROADLY RELEVANT WORK
- Research product or outcome is of relevance beyond just the classroom setting.
- COLLABORATION
- Emphasis on the importance of collaboration & communication in research.
- ITERATION
- Research is inherently iterative; new knowledge creation builds on existing knowledge. Iteration can happen on various levels.
See Auchincloss et al. 2014 for an excellent description of what a CURE is and isn’t.
Examples of Successful CUREs
CUREs are currently being implemented at institutions across the nation.
- CUREnet: A multi-institution collective of faculty passionate about developing, implementing, and assessing CUREs. In addition to a searchable archive of CURE courses categorized using helpful keywords, the site also contains valuable resources for teaching CUREs and procuring funding for the creation of sustainable CURE programs. CUREnet
- HHMI CURE Model Programs: The HHMI has prioritized support for multiple national networks of multi-institutional CURE programs. These diverse programs offer training and pre-designed curricula for interested faculty to implement at their home institutions. These national networks include: SEA-PHAGES, Genomics Education Patnership (GEP), and FRI
Resources for FYS-CURE Instructors
FYS-CURE Teaching Lab: FYS-CURE courses have access to the FYS-CURE Teaching Lab in Storer Hall. This dedicated teaching laboratory has space for up to 16 students and is equipped with a variety of biological research equipment and supplies, including PPE, two thermocyclers, and several centrifuges.
CURE Literature
- Comprehensive overview of what a CURE is and isn't ...
- Auchincloss, Lisa Corwin et al. “Assessment of course-based undergraduate research experiences: a meeting report.” CBE life sciences education vol. 13,1 (2014): 29-40. doi:10.1187/cbe.14-01-0004
- Benefits of CUREs for faculty instructors
- Shortlidge, Erin E et al. “Each to Their Own CURE: Faculty Who Teach Course-Based Undergraduate Research Experiences Report Why You Too Should Teach a CURE.” Journal of microbiology & biology education vol. 18,2 18.2.29. 26 May. 2017, doi:10.1128/jmbe.v18i2.1260
- Best practices in CURE course design
- Cooper, Katelyn M et al. “Define Your Goals Before You Design a CURE: A Call to Use Backward Design in Planning Course-Based Undergraduate Research Experiences.” Journal of microbiology & biology education vol. 18,2 18.2.30. 26 May. 2017, doi:10.1128/jmbe.v18i2.1287
- A practical guide to course-based undergraduate research experiences (white paper)
Ready to Propose a FYS-CURE Seminar?
If you are interested in teaching a CURE Seminar, please reach out to fys@ucdavis.edu before submitting your proposal. We will help create or review your syllabus.