Predictors of Student Evaluations in Engineering Course-Based Undergraduate Research Experiences at an HBCU

This study examines how engineering students' course evaluations in course-based undergraduate research experiences (CUREs) are associated with background characteristics, academic engagement, and motivation across ten undergraduate engineering courses at a Historically Black College and University (HBCU).Eighty-three students completed matched pre-and post-course surveys.Course evaluations were measured using four items assessing perceived effectiveness for subject-matter learning, learning the research process, increased interest in science, and instructor responsiveness.Multivariate regression analyses examined associations between evaluation outcomes and student characteristics, including gender, first-generation status, financial hardship, GPA, study time, learning-style orientation, and motivation.Across outcomes, model R-square values were modest, which is typical for perception-based measures influenced by multiple contextual factors.Study time showed the most consistent positive association with course evaluations, while first-generation status was negatively associated with perceptions of learning the research process.Rather than replacing student feedback, these findings highlight patterned variation in course evaluations that can inform interpretation of student responses and instructional decision-making in engineering CURE implementations.