Implementing Course‐Based Undergraduate Research Experiences in Microscopy Education: A Four‐Year Development Journey

Course‐based Undergraduate Research Experiences (CUREs) provide undergraduate students with opportunities to engage in novel scientific research as part of their core curriculum rather than as extracurricular activities. This paper describes the development, implementation, and evolution of a CURE‐based microscopy laboratory course over 4 years. The course combines traditional learning modules with authentic research experiences, allowing students to contribute to publishable research while developing technical skills and scientific identity. Our data show significant increases in both students' self‐identification as scientists and microscopy knowledge following completion of the course. The curriculum structure incorporates strategically designed learning modules, assessment mechanisms, and research components that collectively support student development. Through progressive iterations and refinements, we have developed a sustainable model that has successfully produced multiple peer‐reviewed publications with undergraduate co‐authorship. We present this framework as an adaptable template for developing CUREs in various STEM disciplines, particularly highlighting strategies for overcoming common obstacles in implementation, creating effective student choice mechanisms, and building sustainable research pathways.