´ºÉ«Ö±²¥

The at the University of Calgary is taking a hands-on learning approach to its first-year classes by incorporating a research project into its curriculum for more than 1,000 students.

Known as (CUREs), the approach delivers a meaningful experience and fits into ´ºÉ«Ö±²¥ pillars of entrepreneurial thinking, research and creative scholarship.

Giving every student the chance to discover

CUREs replace traditional, step-by-step lab exercises with opportunities for students to ask original research questions, test ideas, analyze data and communicate their findings, all within a structured course environment.

Instead of working toward a “right answer,� students practise the mindset that defines scientific thinking: curiosity, iteration, experimentation and reflection.

“Implementing a CURE with more than 1,000 first-year students is almost unheard of in Canada," says , PhD, Biological Sciences department head in the . "It demonstrates our commitment to giving every student an authentic research experience early in their academic journey.â€� 

BIOL 213: Curiosity comes to life

One of the leaders advancing this work is , PhD, an assistant professor in Biological Sciences, who has implemented a full CURE in the course. This term, the course enrolled 1,056 students, resulting in more than 250 student research projects across 45 lab sections.

“CUREs help students see themselves as scientists right from the start,� says Petersen. “They build the confidence to ask questions, test ideas and embrace the unknown.�

This effort is supported by a team of graduate-student teaching assistants and staff and carried out in collaboration with fellow assistant professor , PhD. 

The central question uniting this year’s projects was: “Can we observe evolution happening in real time?�

To find out, groups grew bacteria over a seven-week period and test whether the microbes evolve resistance to antibiotic or antimicrobial agents. Students choose their own stressors, ranging from commonly prescribed antibiotics to metal salts with known antimicrobial properties, to everyday household disinfectants.

While the project topics vary, the true focus is on the process of science. Students generate hypotheses, plan experiments, troubleshoot results and learn to interpret biological data.

A campus-wide celebration of discovery

In late March, students shared their findings during the BIOL 213 Research Poster Symposium — an event that brought together peers, instructors and members of the broader university community.

More than 250 posters featured custom data visualizations, creative presentations and insights gleaned from seven intensive weeks of experimentation. Attendees stopped to ask questions, offer feedback and hear students reflect on the challenges and excitement of conducting authentic research for the first time.

Why CUREs matter

CUREs help students build technical skills and confidence, feel a sense of belonging in science, communicate and defend their results, and understand science as an active process of discovery. By making research accessible to everyone, Petersen says, CUREs “pull back the curtain� on how science is truly done, offering an inclusive and empowering starting point for new researchers.

Looking ahead: Expanding research for all

Building on the success of CUREs in first‑year biology, the Faculty of Science is exploring opportunities to introduce similar experiences in additional courses and departments. The goal is to ensure more students, regardless of major or class size, can participate in discovery‑based learning early in their academic journey. 

Building a culture of discovery

By integrating CUREs into high-enrolment first-year courses, UCalgary is redefining what is possible in undergraduate science education, says Hansen. 

The approach supports UCalgary’s strategy and embodies entrepreneurial thinking — encouraging students not only to absorb knowledge, but to create it.