Abstract 1573 Exploring Protein Research in Large Class CUREs: Insights from the MDH CUREs Community at R1 Universities

Conducting scientific research as an undergraduate correlates with increased persistence in STEM majors and greater sense of scientific independence. However, providing ample opportunities for research can be a challenge in large universities. A solution comes in the form of Course-Based Undergraduate Research Experiences (CUREs) integrated into laboratory courses. Although creating a CURE from scratch may seem daunting for faculty, the Malate dehydrogenase CUREs Community (MCC) has emerged as a supportive network. Focused on biochemistry CUREs, particularly projects centered around the protein Malate dehydrogenase, MCC offers training, mentoring, and resources, thereby reducing barriers for faculty and ensuring the sustainability of teaching CUREs. Collaborative CUREs spanning different institutions enhance students' independence, especially for those underrepresented in STEM, leading to increased faculty morale and confidence in teaching. This community-driven initiative makes the high-impact practice of CUREs more accessible, opening the doors of STEM research to undergraduates across diverse populations. Three exemplary CUREs supported by MCC provide insight into the success of this approach. In the introductory biochemistry laboratory at UMass Amherst, two sections with approximately 48 students each, provided resources that enabled participants to choose a mutant of watermelon glyoxysomal MDH (wgMDH), and make predictions about how the mutation would affect MDH function. Students reported their hypothesis and proposals with an external MCC expert via web conference and other communication. After conducting experiments, they presented their findings as posters and written reports. In a senior biochemistry laboratory course at the University of New Mexico, involving 2-3 sections per semester with 16 students each, a MCC-supported CURE allowed students to explore the role of a specific residue in the kinetic mechanisms of wgMDH using various mutants. This immersive approach engaged students in a semester-long project. Guided through the process, students wrote a mock grant proposal, formulated hypotheses and predictions based on preliminary results, and executed an experimental design, culminating in oral presentations. The biochemistry laboratory at the University of Nebraska–Lincoln, comprising three sections with 24 students each, collaborated with MCC and a departmental research group. Investigating the mechanisms of MDH/Citrate Synthase metabolon, students explored the impact of amino acid residues on yeast mitochondrial MDH activity. Graduate students from the research group served as teaching assistants, bridging classroom learning with ongoing research. This collaborative CURE not only contributed to the research community but also provided unique opportunities for graduate student development and expanded undergraduate experiences in CUREs. Assessment data demonstrate that the collaborative CURE approach not only enhanced students' scientific skills but also increased their awareness of STEM's importance. Student feedback highlighted the transformative impact of having external interest in their projects, showcasing the effectiveness and value of the MCC-supported CURE model. NSF-1726932 EHR-IUSE. Ellis Bell, PI NSF-2119918 RCN-UBE. Joe Provost, PI