Abstract
A course-based undergraduate research experience (CURE) in a large, introductory course was offered online and in person at an open-door community college. Seated students collaborated during class, and online students collaborated asynchronously at the same pace over 8 wks.This study demonstrates how reflective and iterative evaluation and improvement in CURE integration for introductory courses and non-STEM majors across delivery formats develop best practices for broadening participation.
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