ABSTRACT Undergraduate research experience (URE) positively contributes to student success, STEM identity, and STEM post-graduate careers. Despite these benefits, traditional UREs are limited, and many students encounter barriers to gaining access to these opportunities. Course-based Undergraduate Research Experiences (CUREs) increase access to UREs by incorporating authentic research projects into the course curriculum. Despite the recognized benefits of CUREs, few have been developed for introductory or upper-level microbiology courses. This scarcity largely reflects the substantial planning and financial investment required of faculty to create effective CUREs that are affordable, relevant, and align with course learning objectives. These combined demands present significant challenges to widespread adoption of CUREs in microbiology education. We considered these limitations when developing the “MicrobioME” CURE for implementation in pathogenic microbiology laboratory courses. Students participating in the MicrobioME CURE isolate and identify bacterial isolates from their own skin microbiome and investigate the impact of isolate-produced small molecules on Staphylococcus aureus biofilm production. We studied MicrobioME CURE implementation in two laboratory courses at the University of Kansas (KU) and West Virginia University (WVU) in cohorts differing in class size, research experience, meeting times, and faculty expertise in microbiome research, providing an opportunity to compare student outcomes in varied environments. Here, we report student outcomes of and provide tools for implementing the MicrobioME CURE in microbiology laboratory courses at other universities. Our results suggest that the MicrobioME CURE is scalable, affordable, and modular, making it an accessible and practical solution to increasing access to authentic research experience.
Yarkosky et al. (2026) studied this question.