Student response to the 'messiness' of experimental physics in a Course-based Undergraduate Research Experience

As part of our ongoing work on developing a framework of effective practices for creating and sustaining Course-based Undergraduate Research Experiences (CUREs) in physics, we implemented the first semester of a multi-year CURE focused on improving metal halide perovskite solar cells in partnership with the National Renewable Energy Laboratory. CURE research, similar to research outside of a course setting, is rarely a simple linear process. Physics instructors express concern about how students may deal with this messiness inherent to experimental research. We explored this aspect of a CURE through analysis of both qualitative and quantitative data from the first semester of this new course. We present our preliminary findings and outline next steps for future iterations of the CURE.