Traditional models of undergraduate research rely on direct apprenticeship, where research scientists mentor small groups of students. This approach, however, is not readily scalable. By contrast, course-based undergraduate research experiences (CUREs) contextualize class content and provide technical training. To make authentic research opportunities accessible to broader arrays of students (including historically underrepresented groups), faculty from two liberal arts and two public masters’-granting institutions implemented immersive, botanically-infused, CURE modules spanning multiple scales of biological organization. Activities included measuring genetic diversity in native plant populations, estimating carbon sequestration in southern Appalachian deciduous forests, and phenological monitoring. Our goal was to improve students’ awareness and appreciation of plants while honing skills in data collection, analysis, and scientific writing. For four years, we exposed hundreds of undergraduates in upper- and lower-division courses to these modules. Pre and post CURE surveys assessed attitudinal shifts and knowledge gains. Results across colleges revealed significant increases in botanical knowledge and involvement after single CURE exposures, and showed that early course experiences might yield stronger impacts. Thus, CUREs are an efficient strategy to increase engagement and knowledge for large numbers of undergraduates.