Course-based undergraduate research experiences (CUREs) represent a STEM education best-practice strategy for STEM content areas at institutions of higher education in the United States. One of the challenges of implementing effective CUREs is identifying capacity-appropriate research questions or areas of inquiry that allow for authentic research by students who typically have just recently begun engaging with the content. This paper describes from the perspective of the student how the use of low cost drifter buoys and campus supported software facilitate engagement with geography-focused inquiry. Specifically, the student uses the location data from a drifter buoy in a low latitude environment over the period of a year to determine average error, given that the buoy is located at a United States Geological Survey geodetic marker. Results from this work are then shared with the maker of the buoys to help provide data to other users so they can better interpret their data and also to further research and design efforts of the buoys. The student describes the learning-related challenges and opportunities associated with this type of inquiry and offers recommendations for future use by higher education instructors. Challenges included the non-course content related learning needs particular to certain tangentially related software. Opportunities included elements such as the intersection of the use of the low cost buoys with study abroad experiences that allow for community engagement. For example, the use of the buoys to assist in mapping of transport of marine pollution. Additional challenges and opportunities are included in the paper along with a full description of the course-based undergraduate research experience.

Keywords: CURE, STEM Education, Low Cost Technology, Geography Education.