#897: Designing for Epistemic Fluency and Local Scientific Identity: Insights from a Community-Engaged Course-Based Research Experience

We report early findings from design-based implementation research on a novel community-engaged course-based research experience at the University of New Mexico. The course engages early undergraduates in interdisciplinary research with Tribal and community partners to address environmental challenges. Results from a mixed methods analysis of end-of-course surveys, interviews, and artifacts show how boundary objects and arts-based practices mediated progress in the development of epistemic fluencies and local scientific identities.