Integrating research into the classroom environment is an influential pedagogical tool to support student learning, increase retention of STEM students, and help students identify as scientists. The evolution of course-based undergraduate research experiences (CUREs) has grown from individual faculty incorporating their research in the teaching laboratory into well-supported systems to sustain faculty engagement in CUREs. To support the growth of protein-centric biochemistry-related CUREs, we cultivated a community of enthusiastic faculty to develop and adopt malate dehydrogenase (MDH) as a CURE focal point. The MDH CURE Community has grown into a vibrant and exciting group of over 28 faculty from various institutions, including community colleges, minority-serving institutions, undergraduate institutions, and research-intensive institutions in just 4 years. This collective has also addressed important pedagogical questions on the impact of CURE collaboration and the length of the CURE experience in community colleges, undergraduate institutions, and research-intensive institutions. This work provided evidence that modular or partial-semester CUREs also support student outcomes, especially the positive impact it had on underrepresented students. We are currently focused on expanding the MDH CURE Community network by generating more teaching and research materials, creating regional hubs for local interaction and increasing mentoring capacity, and offering mentoring and professional development opportunities for new faculty adopters.

将研究融入课堂环境是一种有影响力的教学工具，可以支持学生学习、提高 STEM 学生的保留率并帮助学生识别科学家身份。基于课程的本科生研究体验 (CURE) 的演变是从个别教师将其在教学实验室中的研究纳入到支持良好的系统中，以维持教师对 CURE 的参与。为了支持以蛋白质为中心的生物化学相关 CURE 的发展，我们培养了一个充满热情的教师群体，开发并采用苹果酸脱氢酶 (MDH) 作为 CURE 的焦点。在短短 4 年内，MDH CURE 社区已发展成为一个充满活力和令人兴奋的团队，由来自不同机构的超过 28 名教师组成，包括社区学院、少数族裔服务机构、本科机构和研究密集型机构。该集体还解决了有关 CURE 合作的影响以及 CURE 在社区学院、本科院校和研究密集型机构中的经验长度的重要教学问题。这项工作提供的证据表明，模块化或部分学期 CURE 也支持学生的成绩，尤其是它对代表性不足的学生产生的积极影响。我们目前的重点是通过生成更多的教学和研究材料、创建本地互动区域中心和提高指导能力来扩展 MDH CURE 社区网络，并为新教师采用者提供指导和专业发展机会。