scholarly journals Redefining Authentic Research Experiences in Introductory Biology Laboratories and Barriers to Their Implementation

2014 ◽  
Vol 13 (1) ◽  
pp. 102-110 ◽  
Author(s):  
Rachelle M. Spell ◽  
Judith A. Guinan ◽  
Kristen R. Miller ◽  
Christopher W. Beck
Keyword(s):  
National Survey ◽  
Faculty Members ◽  
Research Experience ◽  
Scientific Process ◽  
Introductory Biology ◽  
Research Experiences ◽  
Low Level ◽  
Essential Components ◽  
Pedagogical Reform ◽  
Biology Laboratory

Incorporating authentic research experiences in introductory biology laboratory classes would greatly expand the number of students exposed to the excitement of discovery and the rigor of the scientific process. However, the essential components of an authentic research experience and the barriers to their implementation in laboratory classes are poorly defined. To guide future reform efforts in this area, we conducted a national survey of biology faculty members to determine 1) their definitions of authentic research experiences in laboratory classes, 2) the extent of authentic research experiences currently experienced in their laboratory classes, and 3) the barriers that prevent incorporation of authentic research experiences into these classes. Strikingly, the definitions of authentic research experiences differ among faculty members and tend to emphasize either the scientific process or the discovery of previously unknown data. The low level of authentic research experiences in introductory biology labs suggests that more development and support is needed to increase undergraduate exposure to research experiences. Faculty members did not cite several barriers commonly assumed to impair pedagogical reform; however, their responses suggest that expanded support for development of research experiences in laboratory classes could address the most common barrier.

Engaging Paleontology Undergraduates in Collaborative Research Experiences

2012 ◽  
Vol 12 ◽  
pp. 221-230
Author(s):  
Michael Savarese ◽  
Diane Schmidt
Keyword(s):  
Undergraduate Research ◽  
Faculty Members ◽  
Research Experience ◽  
Senior Year ◽  
Research Experiences ◽  
Science Courses ◽  
Research Problems ◽  
Scientific Meetings ◽  
Faculty Time ◽  
Do So

Undergraduate research is rightfully viewed as a valuable educational endeavor, yet few students have the time or incentive to avail themselves of the opportunity. Those students who do obtain research experience typically do so during their senior year, at a time too late to best benefit from the experience. Finally, requiring students to conduct independent research can be unsustainable, drawing on limited resources and faculty time. We have developed a collaborative undergraduate research model that unites students as a research team in their standard courses. The method is applicable to all course levels, from introductory science courses to upper-division, discipline-specific courses. At the introductory level, students work on longer-term research problems that require regular monitoring, with each successive class adding to an iterative database. Students in upper-division classes design group projects that are completed in the course of the semester. The benefits of the model are numerous. Students develop a sense of ownership and stewardship; they obtain a thorough experience practicing science while their curriculum is applied to real problems; and students learn to work cooperatively. Results from many of these experiences are of a high enough quality to be presented at scientific meetings and eventually published. Projects often help students focus their discipline-based interests and spawn senior theses, and faculty members have a vehicle to vicariously increase their research productivity. Examples from an upper division paleobiology course are presented. Overall, this model has been highly successful, especially when employed at the upper-division levels.

Undergraduate Dermatology Education in Canada: A National Survey

2017 ◽  
Vol 22 (1) ◽  
pp. 31-37 ◽  
Author(s):  
Angela Hu ◽  
Ron Vender
Keyword(s):  
National Survey ◽  
Skin Disease ◽  
Core Curriculum ◽  
Medical Schools ◽  
Faculty Members ◽  
Current Status ◽  
Clinical Exposure ◽  
Low Level ◽  
Curriculum Topics

Background: Canadian dermatology curriculum was reviewed in 1983, 1987, 1996, and 2008. All these surveys highlighted the disproportionately low level of dermatology teaching in relation to the significant amount of skin disease seen by physicians. Since the official adoption and dissemination of the Canadian Professors of Dermatology (CPD) core curriculum and competencies, there has been no assessment of how these changes have influenced dermatology curriculum. Objective: This survey gathered information on the current status of undergraduate dermatology education across Canadian medical schools. Methods: A survey was sent electronically to all undergraduate dermatology directors at each of the 17 Canadian medical schools. Results: Between 2008 and 2017, dermatology teaching has increased 25% to 25.6 ± 17.2 hours of teaching. However, 75% of this teaching is delivered in preclinical years. The number of faculty members, both dermatologists and nondermatologists, has also increased. A growing number of schools are now using electronic formats of teaching. Most schools (59%) are covering all the CPD core curriculum topics. Conclusion: Dermatology education is demonstrating positive trends with regards to teaching hours and faculty members. Nevertheless, a more even distribution of content so that students have increased clinical exposure should be achieved. Furthermore, an online atlas of resources would be helpful in standardising curriculum.

scholarly journals Research Methodology Knowledge between Master and Doctoral Education Research Students

2021 ◽  
Vol 11 (2) ◽  
pp. 1831-1840
Author(s):  
Ibnatul Jalilah Yusof
Keyword(s):  
Doctoral Students ◽  
Research Methodology ◽  
Quantitative Research ◽  
Research Experience ◽  
Research Experiences ◽  
Specific Content ◽  
Postgraduate Students ◽  
Low Level ◽  
Doctoral Research ◽  
Research Students

Knowledge of research methodology is important for those who are required to read research articles. With the knowledge of research methodology, students will be able to evaluate whether the methods employed by the author is appropriate for the study. However, the differences in research experience between master and doctoral students influence their expectation of research methodology course. This paper examined the level of research methodology knowledge of master and doctoral research students in education after attending a series of research methodology courses. Based on 39 respondents, this paper revealed that both groups are at Moderate Low level. Further analysis revealed that 44.4% of master students are at Low level compared to only 23.8% of doctoral students who are found at the Low level. It was also revealed that both groups have difficulties in quantitative research concepts specifically on research design, sampling, and data collection topics. The most common suggestions received from master students are to segregate the course between master and doctoral students and to have more specific content on the course. Future study should have more representatives of postgraduate students and larger samples for inferential statistics to compare mean between the groups and to examine the association between research experiences and research methodology knowledge.

Increasing Authenticity & Inquiry in the Cell & Molecular Biology Laboratory

2016 ◽  
Vol 78 (6) ◽  
pp. 492-500 ◽  
Author(s):  
Jacqueline S. McLaughlin ◽  
Melissa S. Coyle
Keyword(s):  
Molecular Biology ◽  
Design Research ◽  
Vero Cells ◽  
Scientific Practices ◽  
Research Experience ◽  
Research Experiences ◽  
Factors Affecting ◽  
Biology Laboratory ◽  
Biology Lab ◽  
Pedagogical Framework

This article features a four-step pedagogical framework that can be used to transform the undergraduate biology laboratory into an authentic research experience. The framework utilizes a four-step scaffolding structure that not only guides students through the process of science and helps them gain mastery of relevant scientific practices, but also simplifies and streamlines the instructor's process of designing and implementing an authentic research experience in a biology lab course. We used this pedagogical framework to design an authentic research experience in which students investigated various factors affecting the growth and viability of a mammalian cell line, Vero cells isolated from kidney epithelial cells extracted from an African green monkey. Although this particular lab was designed for a cell and molecular biology course for university sophomores, the flexibility built into the pedagogical framework allows it to be used to design research experiences that can be implemented within a wide variety of lab courses at varying levels, effectively increasing the amount of authentic research experiences in biology lab courses nationwide.

scholarly journals Assessment of Course-Based Undergraduate Research Experiences: A Meeting Report

2014 ◽  
Vol 13 (1) ◽  
pp. 29-40 ◽  
Author(s):  
Lisa Corwin Auchincloss ◽  
Sandra L. Laursen ◽  
Janet L. Branchaw ◽  
Kevin Eagan ◽  
Mark Graham ◽  
...  
Keyword(s):  
Undergraduate Research ◽  
Biology Education ◽  
Operational Definition ◽  
Future Research ◽  
Meeting Report ◽  
Research Experience ◽  
Research Experiences ◽  
Undergraduate Research Experiences ◽  
Foundation Program ◽  
Definition Of

The Course-Based Undergraduate Research Experiences Network (CUREnet) was initiated in 2012 with funding from the National Science Foundation program for Research Coordination Networks in Undergraduate Biology Education. CUREnet aims to address topics, problems, and opportunities inherent to integrating research experiences into undergraduate courses. During CUREnet meetings and discussions, it became apparent that there is need for a clear definition of what constitutes a CURE and systematic exploration of what makes CUREs meaningful in terms of student learning. Thus, we assembled a small working group of people with expertise in CURE instruction and assessment to: 1) draft an operational definition of a CURE, with the aim of defining what makes a laboratory course or project a “research experience”; 2) summarize research on CUREs, as well as findings from studies of undergraduate research internships that would be useful for thinking about how students are influenced by participating in CUREs; and 3) identify areas of greatest need with respect to CURE assessment, and directions for future research on and evaluation of CUREs. This report summarizes the outcomes and recommendations of this meeting.

Three-Year Study of the Impact of a Research Experience Program in Aerospace Engineering on Undergraduate Students

2021 ◽  
Vol 4 (4) ◽  
pp. 23-32
Author(s):  
Jacques C. Richard ◽  
So Yoon Yoon
Keyword(s):  
Undergraduate Students ◽  
Career Paths ◽  
Research University ◽  
Aerospace Engineering ◽  
Research Experience ◽  
Research Knowledge ◽  
Research Experiences ◽  
Public Research University ◽  
The Impact ◽  
Engineering Career

This study reports results from a three-year implementation of a Research Experiences for Undergraduates (REU) program funded by the National Science Foundation in aerospace engineering at a public research university in the southwestern United States. Students’ perceptions of research knowledge, skills, and engineering career paths were all positively affected.

Effect of Inquiry-Based Biology Laboratory Applications on Scientific Process Skills, Attitude, Self-Efficacy and Self-Confidence

2021 ◽  
pp. 15-29
Author(s):  
Dilek Sultan Acarli ◽  
Sevilay Dervişoğlu
Keyword(s):  
Self Efficacy ◽  
Biology Education ◽  
Group Model ◽  
Process Skills ◽  
Guided Inquiry ◽  
Scientific Process ◽  
Biology Teachers ◽  
Self Confidence ◽  
Inquiry Approach ◽  
Biology Laboratory

This study examined the effects of inquiry-based biology laboratory applications on pre-service biology teachers’ scientific process skills, attitudes, self-efficacy, and self-confidence in the laboratory. In this context, many related tests and scales were applied to first-year students of biology education (N=25). The research adopted the pre-test and post-test control group model. The results showed that laboratory practices based on both the corroborative and the guided inquiry approach increase the scientific process skills of the prospective teachers. Guided inquiry-based laboratory practices have increased the attitudes of pre-service biology teachers toward laboratory lessons. However, self-efficacy and self-confidence of the pre-service teachers taking part in corroborative laboratory practices increased, while guided inquiry methods did not have a significant effect on self-efficacy and self-confidence. The findings of the study highlighted the importance of a guided inquiry approach in the laboratory applications related training of pre-service biology teachers.

scholarly journals Early year undergraduate researchers’ reflections on the values and perceived costs of their research experience

2020 ◽  
Vol 7 (1) ◽  
Author(s):  
Gaye D. Ceyhan ◽  
John W. Tillotson
Keyword(s):  
Achievement Motivation ◽  
Undergraduate Students ◽  
Undergraduate Research ◽  
Intrinsic Value ◽  
Value Theory ◽  
Research Experience ◽  
Expectancy Value ◽  
Research Experiences ◽  
Research Findings ◽  
Future Work

Abstract Background Prior research reported that motivational beliefs that individuals attach to specific tasks predict continuing interest and persistence in the task. A motivational approach may be particularly useful for understanding undergraduate students’ engagement with research in their first and second years in college. The current study utilizes the expectancy-value theory of achievement motivation to qualitatively explore how much and in what ways early year undergraduate researchers value their research experience and what kinds of costs they associate with it. Results The results revealed that intrinsic value had the highest expression in participants’ motivation to engage in research. The second most expressed value type was the utility value of undergraduate research with regards to obtaining the desired outcomes, and attainment value played the least important role in participants’ motivation to engage in research. Findings also indicated that some of the participants associated a cost(s) to their research experience. The highest mentioned perceived cost was opportunity cost, where participants commented on losing other valued alternatives when engaging in research. Participants commented on the time, effort, or amount of work needed to engage in research, and a few participants commented on the emotional cost associated with their research experience in terms of the fear of failure. Conclusion As perceived cost is the least studied in the expectancy-value framework, this study contributes to cost values within college students, particularly about early year undergraduate researchers. The findings of this study can form the basis for future work on exploring ways to increase the values and decrease the costs students experience in their undergraduate research experiences.

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