Abstract
Incorporating active research opportunities into undergraduate curricula is one of the most cited elements demonstrated to improve inclusive excellence and retention in all STEM fields. Allegheny College has a long and nationally-recognized tradition of collaborative student-faculty research within the academic curriculum and as co-curricular opportunities. We present an example of the former, a Course-based Undergraduate Research Experience (CURE), FSBio 201, that has been central to Allegheny's biology curriculum for over two decades. The course emphasizes biological research design, execution, and communication. We have coded and analyzed feedback from student evaluations and from the national CURE project database, both of which measure students' perceptions and attitudes toward the course. The majority of the student feedback related to the course learning outcomes of fostering independent research and communication skills was positive. However, we also see areas for improvement, such as how we employ peer-to-peer mentoring and how we teach quantitative and computer-based skills. We conclude that students' self-reported data are in line with our learning outcomes and provide FSBio 201 as a model for introducing college undergraduates to biological research.