Strategies for Incorporating Long-Term, Distributed-Network Research Projects into the Undergraduate Curriculum: Lessons from the Ecological Research as Education Network's Decomposition Project

Autor/inn/en	Gartner, Tracy B.; Thomas, Carolyn L.; Geedey, Kevin; Bjorgo-Thorne, Kim; Simmons, Jeffrey A.; Shea, Kathleen L.; Dosch, Jerald J.; Zimmermann, Craig R.
Titel	Strategies for Incorporating Long-Term, Distributed-Network Research Projects into the Undergraduate Curriculum: Lessons from the Ecological Research as Education Network's Decomposition Project
Quelle	In: American Biology Teacher, 82 (2020) 3, S.142-148 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-7685
Schlagwörter	Undergraduate Students; Biology; Science Instruction; Best Practices; Student Research; Ecology; Networks; Marine Education; Models; Barriers; Research Training; Cooperative Learning; Plants (Botany); Time Management; College Faculty; Program Descriptions; Educational Resources; Data Collection + Suchen Sie Ihr Suchwort? Biologie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Studentenforschung; Ökologie; Analogiemodell; Kooperatives Lernen; Pflanze; Zeitmanagement; Fakultät; Bildungsmittel; Data capture; Datensammlung
Abstract	Increasingly, undergraduate institutions are incorporating original research into the curriculum as a matter of best practice. However, while the practice of science has grown more collaborative, undergraduate research has remained largely confined to single-institution studies. Incorporating long-term, distributed research projects into the undergraduate research experience can better prepare students to interpret and engage in science of the future. The Decomposition in Aquatic and Terrestrial Invaded Systems (DATIS) project within the Ecological Research as Education Network (EREN) offers a good model for examining how to minimize challenges and maximize opportunities associated with classroom use of long-term, collaborative research projects. Eleven key challenges are identified, and practical solutions are provided for each. By modeling this scientific approach in primarily undergraduate institutions, we are preparing graduates who will have the tools and knowledge to work collaboratively and create their own distributed research networks. Our goal is that the decomposition project we describe here can inform and inspire others seeking to engage in research at the undergraduate level, either as potential research coordinators or as collaborators in an existing network. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01