Pedagogy designed to improve student engagement, like the course-based undergraduate research experience (CURE), was given its hardest challenge yet during the COVID-19 pandemic: to find a way to exist and continue productive work in a remote environment. Faculty in STEM disciplines have worked to implement CURE programs into course curriculums, only to have had some of them disrupted during spring 2020. The demonstrated benefits of the CURE in improving student engagement and persistence in the sciences could be at risk if these courses continue to be disrupted. How do faculty make CUREs work when emergency remote learning continues to loom over our institutions? This teaching tip focuses on how one antibiotic discovery CURE used technology and individual meetings to continue the students' experience and research process. The instructor remained alone in the laboratory with the student samples and acted as the students' hands, in order to continue testing and characterizing samples collected earlier in the semester, while students watched and directed the process during the online meetings. The change in methodology helped to restore some of the individual and small group mentor-type activity provided in the principal investigator-student researcher relationship present in undergraduate research experiences that was lost with the development of CUREs and the move to remote learning.

中文翻译：

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结合亲自进行的实验室活动和在COVID-19期间进行的远程指导类型的体验，将抗生素发现有效。

在COVID-19大流行期间，旨在提高学生参与度的教学法（例如基于课程的本科研究经验（CURE））面临着最艰巨的挑战：寻找在远程环境中生存和继续进行生产性工作的方法。STEM学科的教师一直致力于将CURE计划实施到课程课程中，但其中一些计划在2020年春季被中断。如果这些课程继续使CURE在提高学生对科学的参与度和持久性方面所表现出的好处，可能会面临风险。被打乱。当紧急远程学习持续笼罩我们的机构时，教师如何使CURE工作？本教学技巧着重于发现一种抗生素的CURE如何使用技术和个人会议来延续学生的经验和研究过程。为了继续测试和表征本学期早期收集的样本，教师在实验室里与学生一起独自留在实验室，并充当学生的双手，而学生则在在线会议期间观看和指导过程。方法上的改变有助于恢复在大学研究经验中存在的主要研究者-学生研究者关系中提供的一些个人和小组导师型活动，这些活动由于CURE的发展和向远程学习的转移而失去了。