This proposal presents a new course-based undergraduate research (CURE) model currently in development for a second-year course in a two-year student success sequence at a Hispanic-Serving Institution (HSI) that is also a Research I university. The course is intentionally designed to provide culturally relevant support, mentoring, and research strategies—integrating educational technology and AI tools—to advance the next generation of scholars, particularly students historically underrepresented in research pathways. The first-year course centers on foundational college success skills and helping students build connections to their majors. The second-year course—launching in the upcoming term—deepens students’ understanding of how research is embedded in their field and how the ability to interpret and apply research strengthens their academic and professional expertise.
The syllabus and course activities introduce students to key components of research design, literature reviews, research methodologies, and theoretical frameworks commonly used in research. Students engage in weekly research training sessions, participate in critical dialogue with leading scholars, and connect with peer and near-peer mentors to support their development as emerging scholars. The course also incorporates ethical AI literacy throughout each phase of the research process, guiding students in using AI tools responsibly for source identification, information organization, and literature synthesis. Although the course will be in progress at the time of the conference, the presentation will focus on the development process and extensive planning, including culturally informed design, pilot testing, and alignment with institutional priorities around research engagement and responsible AI use. The model is highly cost-effective, leveraging existing technologies, campus expertise, and reusable instructional modules. Lessons learned in planning include the need for explicit AI-usage guidelines, strong scaffolding for research tasks, and assessments that capture student thinking processes, not just outputs.