Partnerships between research and education provide a powerful resource in the creation of course-based undergraduate research experiences (CUREs) for students. A national faculty survey about authentic research experiences in introductory laboratory courses found: 1) More than half of the intro courses incorporated little or no authentic research exposure; 2) Lack of time to develop new research experiences was the biggest barrier to implementation of authentic research in laboratory courses (4 out of 4 on the Likert scale); and 3) Faculty definitions of authentic research revealed non-overlapping constructions of course-based authentic research that emphasized either the process of science or novel questions (Spell et al. 2014). To bridge the divide between disciplinary researchers and education specialists and between separate emphases on the development of scientists (Process of Science) or the development of science (Novel Questions), our NSF-funded REIL–Biology RCN-UBE has recruited disciplinary researchers as part of institutional teams to develop curriculum for authentic research experiences in introductory laboratory courses. We have held workshops at both education and research-oriented conferences. Our first workshops generated applications from over 30 different institutions including faculty from diverse institutions including community colleges and minority-serving institutions and massive online college systems, in addition to liberal arts colleges and research universities. We discuss this effort in the context of a continuum of strategies to foster faculty and curriculum development and to provide examples for faculty creating their own CURE.