Welcome to ASMCUE in Seattle, Washington! Registered attendees are able to download the mobile app onto their phone, create a log-in, and make a personalized schedule and chat with attendees. Questions? Email [email protected]
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Course-based Undergraduate Research Experiences (CUREs) have been successfully implemented nationwide, demonstrating gains in students' self-efficacy and science identity. A majority of CUREs have Graduate Teaching Assistants (GTAs) as instructors, including Undergraduate peer Learning Assistants (ULAs). GTAs and ULAs play a critical role in delivering CUREs and often receive little professional development (PD) to support their teaching. There is a critical need to train GTAs and ULAs in pedagogical techniques tailored to the CURE context. The potential to expand research and professional development opportunities in CUREs significantly impacts student trajectories. The CURE TAPESTRy fellowship program is designed to bring together various facilitators and educators across institutions (public/private, R1/R2 universities). The program has had 33 participants to date. CURE TAPESTRy fellows (2025-26 cohort) have been on a path to design PD programs for GTAs and ULAs to develop transferable skills such as mentorship and leadership, which are essential for student-based teaching. We developed training modules, including front-loaded workshops/bootcamps (1-2 days before the academic term begins), just-in-time training embedded in weekly meetings, hybrid approaches that combine upfront and ongoing support, and a toolkit with resources. The strategies of training apart from research mentoring, grading, and lab safety logistics include pedagogical content knowledge specific to CUREs and professional development skill assessment. To explore the institutional diversity of training plans among CURE-TAPESTRy fellows, we distributed a survey. This survey across multiple institutions gathered data on the initiatives that are being implemented and their current status. In conclusion, formal and structured training programs for GTAs and ULAs are essential for the successful delivery of CUREs. These experiences provide meaningful benefits for students while simultaneously advancing the professional trajectories of the teaching assistants. Our objective is to equip CURE instructors with a comprehensive suite of adaptable training options tailored to their specific institutional needs.
