This document summarizes Course-based Undergraduate Research Experiences (CUREs) that provide students authentic research experiences through collaborations between biology educators and natural history collections. It describes two such networks, BCEENET and Squirrel-Net, which have numerous CURE modules analyzing digitized museum specimens or studying squirrel behavior. Students engage in iterative research processes like developing hypotheses, collecting data, and communicating results. These CUREs benefit students by improving engagement and retention while benefiting faculty through teaching materials and connections to national communities.

1. Session Moderator: Carly N. Jordan, The George Washington University, BCEENET
BCEENET Panelist: Janice L. Krumm, Widener University
BCEENET Panelist: Kristen S. Genet, Anoka-Ramsey Community College
Squirrel-Net Panelist: Patrice K. Connors, Colorado Mesa University
Squirrel-Net Panelist: Susan Ramones, American River College
Ready, set, research: Engage your students with ready to go
authentic collaborative research experiences in biology

2. Course-based Undergraduate Research Experiences (CUREs)
As defined by CUREnet:
Courses that include undergraduate research experiences that potentially result in
discoveries of interest to stakeholders beyond the confines of the course.
● Students engage in the iterative process of research, troubleshooting, & problem solving
● Research questions change as the research project progresses
● Students communicate their results to the broader stakeholder community
Museum Collection: Widener students
in an upper division biology majors class.
Field Work: American River College non-majors students’ collecting squirrel
behavior data.

3. Benefits of CUREs
For students
● Increases diversity and participation of
historically underrepresented groups of
students in research experiences
● Improves course grades and retention
● Increase interest in STEM grad programs
and careers
For faculty
● Evidence of service outreach and teaching
development for merit and retention
● New teaching materials that are fully
developed and vetted at numerous
institutions
● Connection to a national community of
instructors, including module authors who
can provide additional support
● Access to national database of student-
collected data, allowing for testing broader
hypotheses compared to data collected in
one place or at one time
Harrison et al., 2011; Ing et al., 2021; Lopatto et al., 2014; Mraz-Craig et al., 2021;
Olson et al., 2019; Smith et al., 2021; Sorensen et al., 2018
Field Work: Colorado Mesa University majors
students collecting squirrel behavior data.

4. Squirrel-Net
● Began as a group of educators from 8 different institutions interested in
best practices for teaching mammalogy
● Created field-based CUREs investigating behavioral ecology of squirrels
○ Over 60 species that are active during the day and charismatic
○ Often found on college campuses and easily observable
○ Pretty dang cute!
● Students collect data and contribute to national datasets
○ To date, 60 institutions and thousands of students
have participated

5. Squirrel-Net
Currently, four CUREs are freely available online: www.squirrel-net.org

6. Example of Behavior Observation Module
● Teach non-majors general education freshman/sophomores about the
scientific method
● Matches background in behavioral ecology (authentic for me!)
● Helps discussion of how real science is done
● Demonstrates how peer review improves hypotheses and conclusions
● Helps develop a science identity
● Used in both fully online and in-
person classes

7. Overview of Implementation
Date Lecture Topic / Lab Activities Details
Week 4
Squirrel-Net Intro
(0.5 hrs)
● What is behavioral ecology?
● Intro to Ethograms.
● How to ID local squirrels.
Week 5
Squirrel-Net Data Collection
(1 hr)
● Do practice on campus as a group.
● Assign data collection and single observation summary as
homework.
Week 6
Squirrel-Net Hypotheses
(1 hr)
● Enter data into the national database.
● Create individual hypotheses and have peer review.
Week 6
Squirrel-Net Analysis
(1 hr)
● Create data sets for individual hypotheses.
● Summarize data, accept or reject hypotheses.
Week 7
Squirrel-Net Presentations
(1 hr)
● Present summary of hypothesis, conclusions, and future
questions.

8. Provided by Squirrel-Net:
● Standardized behavior categories and
descriptions (ethogram)
● Standardized datasheet with detailed
instructions
● Support YouTube Videos
● Database entry form
● Instructor Access to complete database
● Support via email and monthly online
meetings

9. Success! I felt that I was also a scientist
on a mini expedition to
document squirrels in their
natural habitat.
The squirrel lab made me feel like
a scientist the most because it
required patience, attentiveness,
and analysis of their behavior. It
taught me how important the
steps of the scientific method
are and that it should not be
rushed, to avoid making many
mistakes.
I also learned that it takes many hypotheses
and constant testing before we can
determine if it’s correct, and it takes many
revisions of a hypothesis before it can get
there.
p.s. No student (!!) has ever said they couldn’t locate a squirrel to observe…

10. ● Works with online students and
helps build online community
● Brings me joy - squirrel selfies!
Additional Benefits of Squirrel-Net

11. BCEENET
● Community of undergraduate educators and
natural history collections professionals
● Bring natural history collections data into CUREs
● Over 135 million specimens now digitized- data
includes species, images, date, location, etc.
○ iDigBio & GBIF
● Data analysis with freely available tools including
ImageJ & QGIS
● Does not require traditional laboratory facilities or
supplies, only a computer and the internet

12. 4 CUREs using digitized natural history collections are now freely available!
https://qubeshub.org/community/groups/bceenet
● Topics include species distributions, morphology,
invasive species across regions and over time
● In courses at 31 institutions, including 5
community colleges and 12 MSIs
● First-year through upper division courses
● In person, online, and hybrid, synchronous and
asynchronous settings
● Training (Free in-person workshop at GWU on Feb. 24th!),
materials, stipends, and ongoing implementation support
Over 2000 students have participated in undergraduate research!
BCEENET
Bronson, C. (2021). QUBEShub.org
Kerney, R. & Whitfeld, T. (2021). QUBEShub.org

13. CUREs Rise
to our
Challenges
Funding
● Little to no equipment or consumable lab materials required
Faculty Time
● CUREs have been developed and field tested
● Curriculum and teaching notes available, plus national network of
collaborators and facilitators
Technology Needs
● Computer and Internet
● Open Source Software Applications
Administrative Support
● Student engagement, retention, and success
Accessibility
● Ecological research available to students with disabilities

14. Sexual
Dimorphism in
Pieris rapae
Principles of Biology II
Directed Research in
Biology
● Collaborations between
collections and educators to
contribute to large common
dataset
● Melanization is involved in
thermoregulation and
sexual communication
● Students will use digital
images to test hypotheses
about the effects of
environmental conditions
and sexual communication
on melanization patterns
● Student gain experience
analyzing large datasets
Elissa Sorojsrisom (2020) Pieris rapae specimen from the Natural
History Museum (BMNH) Entomology collection analyzed in ImageJ

15. Week Topic Activity/Assignment
1 Introduction to CURE The Pieris Project
2-4 Scientific Literature: Searching, Reading, &
Discussing
Article Summary and Discussions
Annotated Bibliography
5 Introduction to Data Portals Update Dates in Data Spreadsheets
6 Georeferencing Specimens Update Coordinates using GeoLocate
7 Research Project Design; Introduction to Image J Research Proposal
8-9 Image Analysis Protocols Repeatability Analysis
10-12 Data Collection
Scientific Communication: Intro & Methods
Image Measurements on Butterflies
Intro & Methods
13-14 Scientific Communication: Research Poster Research Poster Draft; Peer Review
15 Scientific Communication: Research Paper Manuscript Draft; Peer Review
16 Scientific Communication: Dissemination Research Symposium
CURE Schedule (Principles of Biology II)

17. Where do I
Start??
• Start small. Baby steps.
• One section, one course, maybe one unit or class period.
• Start with research skills, work up to authentic research.
Identify Course and Topic
• Join the networks!
• Check out the materials on Basecamp & QUBES
• Come to a Happy Hour
Explore your Resources
• Remember how much fun it is to ask questions, collect
data and analyze it? Show that excitement to your
students!
Have Fun!

18. Join The BCEENET & Squirrel-Net Communities!
● Apply to be a funded BCEENET Implementer
Fellow! Applications available soon!
● See our CUREs on QUBEShub at:
https://qubeshub.org/community/groups/bceenet
● Email the coordination team at:
bceenetwork@gmail.com
● Visit our webpage and sign up for our mailing list
at: https://bceenetwork.org/
● Follow us on Twitter! @bceenet
New Collaborators &
Implementers
Welcome!!
Join Squirrel-Net: www.squirrel-
net.org
○ Request database access
○ Ask questions
○ Access blog, FAQs, and user
forums
○ Visit our YouTube channel with
instructional videos
Connect with others in the network:
○ On social media (@STEMsquirrels)
○ Gathertown: monthly, virtual, informal
get-togethers for instructors

19. Acknowledgements
Cecily Bronson, BCEENET
Matt Johnson, Texas Tech University
Elizabeth Shea, Delaware Museum of
Nature & Science
Jean Woods, Bethel College
Paula (Alex) Trillo, Gettysburg College
Elissa Sorojsrisom, Columbia University
This material is based upon work supported by the National Science Foundation under Grants 1920385, 2032158, and 2120063 (BCEENET) and Grants 2013483,
2013281, 2013308, and 2013320 (Squirrel-Net). Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s)
and do not necessarily reflect the views of the National Science Foundation.
Laurie Dizney, University of Portland
Jenny Duggan, California State University
Monterey Bay
Liesl Erb, Warren Wilson University
Liz Flaherty, Purdue University
Hayley Lanier, Oklahoma State University
and Sam Noble Museum
Johanna Varner, Colorado Mesa University
Chris Yahnke, University of Wisconsin
Stevens Point