Exploring the Impact of Course-Based Research Experiences on Student Engagement in STEM at HBCUs
Abstract
This study evaluates the impact of course-based undergraduate research experiences (CUREs) on learning and retention in science, technology, engineering, and mathematics (STEM) fields among engineering students at Tennessee State University (TSU), a public historically Black college and university (HBCU). It examines students’ motivations, perceived learning gains, attitudes toward science, and academic aspirations. Pre- and postcourse survey data were collected from 81 undergraduate students across five civil engineering courses to assess shifts in attitudes, aspirations, and research skills. Results indicate significant gains in engineering learning, understanding the nature of science, and research readiness; however, challenges emerged in scientific communication and epistemological misconceptions. Analysis of the CUREs program revealed that while the CUREs experience clarified career goals for some students, it also heightened uncertainty about pursuing graduate education, underscoring the need for more structured advising and career exploration. This study concludes with practical recommendations for engineering educators seeking to enhance STEM identity, improve research self-efficacy, and strengthen learning outcomes for engineering students at HBCUs.