Abstract 1143 Revamping the Research Experience: Improving a CURE through Student Feedback and Leadership

The University of Texas at Austin runs a large-scale CURE called the FRI (Freshman Research Initiative) that serves over 800 first-year students. CUREs have been shown to have a meaningful effect on STEM success for students by engaging them in the practice of science discovery in a collaborative manner that allows for iteration. However, many transfer students enter the University of Texas after their first year and miss this opportunity. The Accelerated Research Initiative (ARI) program of the FRI was developed as a response to provide research to these transfer students and other upper-classmen. The Virtual Drug Screening "stream" is one of the year-long courses in the ARI program and serves about 15-25 students in spring and fall semesters. Students conduct research in the context of drug discovery against infectious diseases such as African sleeping sickness, malaria, tuberculosis, bacterial pneumonia, tularemia, and lymphatic filariasis. In their projects they employ virtual and wet lab techniques where they have ownership in the outcomes and work either individually or in groups of 2-4 peers. Each year a new cohort is selected and the students obtain course credit towards their degree for two semesters. Once their year is over, they are able to continue the stream as undergraduate TAs (undergraduate teaching assistants) for the new cohort. In response to student feedback, the 2022 cohort of uTAs decided to redesign the course to better serve the 2023 cohort. The uTAs felt improvements to the organization and format of the course could benefit the newer students in both moving their projects forward, developing science skills, and in understanding the concepts of the biochemistry and techniques of the research. They reformatted the class structure by changing protocols, reorganizing the Canvas online course management system, restructuring class presentations, and implementing new assignments and help sessions to support the new cohort. The results of end of semester course feedback surveys using both quantitative and qualitative data marked an increase in scores from the prior year and in the type of responses in the open ended feedback. Students felt more supported by their mentors and their instructor. The uTAs that contributed to the project showed an increase in their self-efficacy and ownership through their re-design of the course. The key aspects of this course redesign can be used in other courses and institutions to improve the learning experience for students.