Document Type

Article

Publication Version

Published Version

Publication Date

2015

Journal or Book Title

Journal of College Science Teaching

Volume

44

Issue

3

First Page

28

Last Page

35

Abstract

Lab components of undergraduate science courses typically have students complete highly directed cookbook-like laboratory activities. These experiences rarely engage students in a meaningful manner and do not accurately convey what the work of science entails. With funding from the Howard Hughes Medical Institute (HHMI), we have created more authentic science research experiences in a variety of undergraduate science courses, including introductory courses. Achieving this among the diversity of freshmen and sophomore science courses—each typically serving hundreds of students on our campus—required careful planning and adaptation. This article describes the many challenges we faced in our effort to create more authentic undergraduate student research experiences and the significant progress we have made in making such experiences more common for our students. Improvements in first-year science, technology, engineering, and mathematics (STEM) retention over the last 2 years suggest that the experiences may be having a positive impact.

Comments

This article is from Journal of College Science Teaching 44 (2015): 28. Posted with permission.

Copyright Owner

National Science Teachers Association

Language

en

File Format

application/pdf

Published Version

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