Integrating Discovery-Based Research into the Undergraduate Curriculum Report of a Convocation (2015) / Chapter Skim
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1 Introduction and Overview of the Convocation
1 Introduction and Overview of the Convocation
Pages 1-10
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Thus, competition for a limited number of slots excludes many students, including students with less than stellar academic transcripts and those unfamiliar with the recruiting process, who nonetheless may be highly qualified. All of these factors constrain participation, particularly by members of groups historically underrepresented in STEM fields, many of whom could benefit considerably from being involved in research (e.g., National Research Council 2007, 2011, Locks and Gregerman, 2008; see also description of SEA-PHAGES in Box 3-1)
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Recently, research courses in STEM subjects have been implemented at diverse institutions, including universities with large introductory course enrollments. These courses make individual ownership of projects and discovery feasible in a classroom setting, engaging students in authentic STEM experiences and enhancing learning and, therefore, they provide models for what should be more widely implemented.
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Thus, the final composition of the organizing committee and the exemplars selected represent this broadened purview and includes an international exemplar, in this case from the City University of Hong Kong.
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Convocation speakers and participants were invited to display posters describing their work related to course-based undergraduate research experiences, and 18 participants exhibited a total of 21 posters.3 In addition to Lopatto's commissioned paper, the organizing committee identified a number of seminal research papers and other resources related to undergraduate research experiences. Electronic versions of the posters, presenters' PowerPoint files, the aforementioned additional research papers, and links to additional resources all were made available to convocation participants through the web.4 The convocation was generously supported by grants from the Leona M
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It also differs from what have come to be known as "inquiry" labs, where students have freedom to design and conduct their own investigations but the results are already known, or not of particular interest to the scientific community. While course-based research often takes place within a framework established by a faculty member, who lays out the overall research goals, it also differs from technical work where students are assigned specific tasks (e.g., maintaining research colonies, collecting data points)
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Chapter 2 (Historical Context for Course-Base Research: The Need for Improved Science Education) summarizes the keynote presentation by University of Maryland professor James Gates, who placed research-based courses into a broader historical context and introduced the case for expanding the use of this approach in STEM curricula.
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Many faculty members who could use course-based research to improve student learning and advance their own research are not familiar with this approach or are not aware of the wealth of local and national models that already exist. Current models demonstrate that the approach is applicable across the STEM disciplines and is effective with a broad range of students, from first-year students to seniors, as well as engaging students from populations currently underrepresented in STEM fields.
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Supported by the National Science Foundation, a separate committee was beginning a more detailed study of undergraduate research experiences, including a deeper examination of the literature on undergraduate research, and its influence on learning.5 Unlike this report of the convocation, which focuses on course-based research approaches, that committee's report will contain consensus findings and recommendations for future actions on a broad array of undergraduate research experiences. The two projects are closely coordinated.
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(See Chapter 6) The committee hopes that this report of the convocation will help faculties and administrators around the world consider whether research-based courses could improve STEM education on their campuses and how, by building on the lessons already learned, this approach can help achieve the best possible outcomes for students, faculty members and institutions.
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