摘要 : Curriculum-embedded undergraduate research experiences (CUREs) have the unique advantage that all students enrolled in a course engage in authentic scientific research. While CUREs guided by faculty research interests are common, ... 展开 Curriculum-embedded undergraduate research experiences (CUREs) have the unique advantage that all students enrolled in a course engage in authentic scientific research. While CUREs guided by faculty research interests are common, this article describes CUREs embedded in the senior chemistry curriculum that were driven entirely by students' research interests. Activities are described in detail that brought student-driven CUREs (SD-CUREs) from their inception of defining research questions to the fruition of presenting results at multiple venues to diverse audiences, over the course of the academic year. These activities included building students' proficiency in analytical instrumentation, enhancing their library research and technical writing skills, and providing support as students developed research questions and laboratory protocols starting from the primary literature. Students gained experience in grant writing by submitting proposals to the "Capstone Projects Grant" funded by The Evergreen State College Foundation. Support provided by the science staff, the librarian/writing instructor, as well as financial support from the college were instrumental in the success of the SD-CUREs. While there were some inherent challenges, SD-CUREs resulted in the evolution of a research community of engaged student leaders who demonstrated ownership of their research projects and were supportive and conducive to the success of all students. A survey of students indicated very positive impressions of the CUREs. Assessment tools used for the SD-CUREs, success of students beyond the CUREs, and the impact of COVID-19 on the CUREs are discussed in the article. 收起