Course-based undergraduate research experiences (CUREs) represent an economical and practical way for institutions to equitably offer research experiences to large numbers of students. Although the benefits of CUREs are well documented, most CURE models are not guided by theory and are discipline specific, which limits their application. We used a community of practice framework to develop an interdisciplinary, authentic CURE course (Science Bootcamp) for first-year STEM majors. We describe the details of Science Bootcamp, then present assessment data verifying that the course includes key CURE design features (opportunities for collaboration, discovery/relevance, iteration) and successfully establishes a community of practice. Students who participated in Science Bootcamp reported psychosocial gains (e.g., increased belonging and science self-efficacy) from pre-CURE to post-CURE, a pattern distinct from a comparison group. Psychosocial gains, in turn, were positively associated with students' intention to remain in STEM. We also found that each CURE course design feature was related to at least one psychosocial outcome. Our authentic, interdisciplinary CURE model is flexible, scalable, and economical, making it feasible for institutions to integrate this approach into their own undergraduate-based research initiatives.