Intentional integration authentic, creative research into the framework of a traditional skill building laboratory course has partially overcome impacts associated with faculty research productivity and also infused a new intellectual vibrancy into the students.  The goals of this course development project were to provide a new research outlet for the faculty, increase the intellectual growth and scientific creativity of the students, and attempt to improve the well-recognized capacity problem in typical undergraduate research programs.  To provide an authentic research opportunity, students work in small teams on open-ended projects drawn from the instructor’s ongoing research agenda.  This team-based approach mimics the research environment via tasks such as pooling of data, presentation of information to peers, in-depth writing, and speaking experiences.  Student learning gains from this approach, measured through both national survey tools (CURE) and class evaluations, include initial evidence that this pedagogic approach improves student outcomes in a variety of areas; for example, project design, literature analysis, and oral and written communication.  Over the last several iterations of the course, the faculty member’s research program has been enhanced by a couple of the research questions explored by the student teams.  This paper will examine both course design and outcomes in detail in hopes that the model can be adapted by others.

Developing an integrated research and learning model that aid students and faculty

255th National Meeting (2018)

The official archive and repository for all ACS Meetings & Expositions abstracts and select posters or presentations.