Kimberly J. Hale, Valerie Freeman, Claire Baggett, & Kaitlyn Ferguson
Oklahoma State University

Poster Presented at the 2026 Conference of Interpreter Trainers Radiance to Roots conference.

CEU Code: {added when provided by conference organizer}

Course-based Undergraduate Research Experience participation provides multiple benefits that are not easily replicated through other avenues.

Background

CCIE requirements

• Reading, understanding, evaluating research
• Identification of necessity of research
• Application of research results to practice
• Present research related content in ASL & English

Course-based Undergraduate Research Experience (CURE)

• Students conduct real research as/within a course
• Linked to student gains in many domains
• Time effective: incorporate research into regular course or create standalone course (e.g. 1 hr/wk)

Methods 

The CURE: Students work in teams on different parts of large research projects (recruit, conduct interviews, transcribe, code) or conduct mini-projects; class meets 1 hr/wk, students work  1-2 hrs outside of class; teams manage own tasks, assignments

Data set: 104 reflections from 47 students (in ASL, interpreting, CSD, other) coded thematically for gains in content knowledge, research and professional skills, and personal growth

Results

Discipline Specific Content

• Deeper understanding of Deaf issues and lived experiences
• Sign variation
• Cultural insights
• Authentic translation practice

Personal Growth

• Grit, confidence with new situations
• Give, receive, incorporate feedback

Research Skills

• Data collection, interviewing
• Recruitment, scheduling
• Transcription
• Thematic coding
• Record-keeping
• Software, trouble-shooting
• Literature review

Professional Skills

• Organization, time-management 
• Cognitive skills: problem solving, creative thinking
• Professional communication 
• Presentation skills
• Collaboration: teamwork, leadership
• Independent responsibility

Claire Baggett, Research Research Assistant & Lab Manager

Kaitlyn Ferguson, Research Assistant

Practical Strategies for Implementing CURES into ASL & Interpreter Education

Step 1: Build Faculty Capacity

• Read & share articles
• Connect with researchers
• Complete a research project with a collaborator or team 

Step 2: Determine Project Size

(A) Students complete own projects (solo/groups) 

• 1 semester or sequence
• Best teaching tool: students experience all research steps
• More intensive mentoring; must direct multiple projects

(B) Students join ongoing faculty project 

• Best for large, long-term projects, many parts
• Novice students do one task each, returning students become leaders
• Later: include student authors

Step 3: Set CURE Structure

(A) Course-embedded 

• Add activities to existing class
• Add more over time

(B) Stand-alone course

• 1-credit elective: easy to implement as overload
• 3-credit: could be in-load

Step 4: First Team (pre-CURE)

• Identify delegable tasks to start (See Undergrad Research Tasks: What to Hand off First or this article)
• Invite small group (2-6 students)

STEP 5: CURE Class Management

• Bigger class, teams focus on specific tasks
• Strengths-based formation: students choose teams/tasks based on skills/interests
• Weekly check-ins, small time commitment (students and faculty), in-class work time
• Team teaching: share/divide team mentoring, combine projects

CIT Poster

Visit the Lab Websites

Dr. Valerie Freeman’s Deaf Experience, Deaf Expression Project website

Dr. Hale’s Advancing Teaching & Learning in ASL and interpreting Studies (ATLAS) lab website

Useful References

• Hale, K. J. & Freeman, V. (2025). Engaging ASL-English interpreting undergraduates in research: A model for student engagement and faculty productivity. Journal of Interpretation, 33(1), Article 7. https://digitalcommons.unf.edu/joi/vol33/iss1/7 
• Freeman, V. & Hale, K. J. (under review). Practice-profession students’ research skills and attitudes gains: Implications for evidence-based practice from a course-based undergraduate research experience (CURE). [preview copy]
• Lopatto, D. (2010). Science in Solution: The Impact of Undergraduate Research on Student Learning. Research Corporation for Science Advancement.
• Corwin, L. A., Graham, M. J., & Dolan, E. L. (2015). Modeling course-based undergraduate research experiences: An agenda for future research and evaluation. CBE—Life Sciences Education, 14(1), es1. https://doi.org/10.1187/cbe.14-10-0167  
• Weston, T. J., & Laursen, S. L. (2015). The undergraduate research student self-assessment (URSSA): Validation for use in program evaluation. CBE—Life Sciences Education, 14(3), ar33. https://doi.org/10.1187/cbe.14-11-0206 

For Additional support with designing research projects, implementing CUREs or the Faculty life…

Contact either author for presentations or consultations for CUREs.

For additional support on your faculty journey, Dr. Kimberly J. Hale offers a multitude of free and paid supports, see Faculty Success Coach.