Leeching the CURE: How a Course-Based Undergraduate Research Experience Influences Students’ Attitudes Toward Scientists, Science Research, and Leeches

Undergraduate research experiences promote critical thinking and improve communication skills; however, they are often not easily accessible, potentially reinforcing existing inequities. Course-based undergraduate research experiences (CUREs) offer a promising alternative by engaging all students in authentic research experiences that encourage scientific thinking, challenge assumptions, and broaden perspectives. We developed and implemented a microbiology CURE for undergraduate biology majors (n = 154) focused on investigating the gut microbiome of leeches. We examined the impact of this experience on students’ perceptions of scientists, scientific research, and leeches. Before the course, students commonly relied on stereotypical descriptions of scientists (i.e., smart, intelligent) and scientific work (e.g., laboratory science). Following participation in the course, we observed a decrease in stereotypical descriptions of scientists, scientific work, and scientist attire, accompanied by an increase in students considering pursuing research in the future. Similarly, students’ descriptions of leeches transitioned from predominantly negative perceptions (e.g., “blood-sucking creatures”) toward recognition of their species diversity and ecological importance. These findings align with previous reports that CUREs broaden students’ perceptions of science and scientists, suggesting that such experiences may support sustained engagement in science and foster scientific literacy across undergraduate populations.