A Model for an Introductory Undergraduate Research Experience

Autor/inn/en	Canaria, Jeffrey A.; Schoffstall, Allen M.; Weiss, David J.; Henry, Renee M.; Braun-Sand, Sonja B.
Titel	A Model for an Introductory Undergraduate Research Experience
Quelle	In: Journal of Chemical Education, 89 (2012) 11, S.1371-1377 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9584
DOI	10.1021/ed200582v
Schlagwörter	Majors (Students); Chemistry; Biology; Mentors; Science Laboratories; Lecture Method; Student Surveys; Undergraduate Study; College Science; Student Research; Science Instruction; Research Skills; Student Evaluation; Grading; Summer Programs + Suchen Sie Ihr Suchwort? Chemie; Biologie; Schülerbefragung; Grundstudium; Studentenforschung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Forschungsleistung; Schulnote; Studentische Bewertung; Notengebung; Sommerkurs
Abstract	An introductory, multidisciplinary lecture-laboratory course linked with a summer research experience has been established to provide undergraduate biology and chemistry majors with the skills needed to be successful in the research laboratory. This three-credit hour course was focused on laboratory skills and was designed to reinforce and develop the students' laboratory techniques and problem-solving skills, as well as to give encouragement to participate in a summer research project. This skills course consisted of a lecture section with team-based laboratory rotations of five-weeks each. Most students in the rotations had the opportunity to work in both biology and chemistry laboratories. The skills course culminated in several students being chosen to continue research in the summer with a research stipend while under the direction of one of the faculty mentors. The summer research projects were all collaborative efforts between chemists and biologists. Data are provided from voluntary entrance and exit student surveys to determine students' overall skill levels and interests before and after completion of the skills course. This course was valuable in encouraging students to become involved in and committed to research, for teaching them laboratory techniques, and for helping them evolve into independent researchers. (Contains 1 table and 3 figures.) (As Provided).
Anmerkungen	Division of Chemical Education, Inc and ACS Publications Division of the American Chemical Society. 1155 Sixteenth Street NW, Washington, DC 20036. Tel: 800-227-5558; Tel: 202-872-4600; e-mail: eic@jce.acs.org; Web site: http://pubs.acs.org/jchemeduc
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10