Department of Curriculum and Instruction

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Browsing Department of Curriculum and Instruction by Subject "AUTHENTIC RESEARCH EXPERIENCES"

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    A Central Support System Can Facilitate Implementation and Sustainability of a Classroom-Based Undergraduate Research Experience (CURE) in Genomics
    (American Society of Cell Biology, 2014) Lopatto, David; Hauser, Charles; Jones, Christopher J.; Paetkau, Don; Chandrasekaran, Vidya; Dunbar, David; MacKinnon, Christy; Stamm, Joyce; Alvarez, Consuelo; Barnard, Daron; Bedard, James E. J.; Bednarski, April E.; Bhalla, Satish; Braverman, John M.; Burg, Martin; Chung, Hui-Min; DeJong, Randall J.; DiAngelo, Justin R.; Du, Chunguang; Eckdahl, Todd T.; Emerson, Julia; Frary, Amy; Frohlich, Donald; Goodman, Anya L.; Gosser, Yuying; Govind, Shubha; Haberman, Adam; Hark, Amy T.; Hoogewerf, Arlene; Johnson, Diana; Kadlec, Lisa; Kaehler, Marian; Key, S. Catherine Silver; Kokan, Nighat P.; Kopp, Olga R.; Kuleck, Gary A.; Lopilato, Jane; Martinez-Cruzado, Juan C.; McNeil, Gerard; Mel, Stephanie; Nagengast, Alexis; Overvoorde, Paul J.; Parrish, Susan; Preuss, Mary L.; Reed, Laura D.; Regisford, E. Gloria; Revie, Dennis; Robic, Srebrenka; Roecklien-Canfield, Jennifer A.; Rosenwald, Anne G.; Rubin, Michael R.; Saville, Kenneth; Schroeder, Stephanie; Sharif, Karim A.; Shaw, Mary; Skuse, Gary; Smith, Christopher D.; Smith, Mary; Smith, Sheryl T.; Spana, Eric P.; Spratt, Mary; Sreenivasan, Aparna; Thompson, Jeffrey S.; Wawersik, Matthew; Wolyniak, Michael J.; Youngblom, James; Zhou, Leming; Buhler, Jeremy; Mardis, Elaine; Leung, Wilson; Shaffer, Christopher D.; Threlfall, Jennifer; Elgin, Sarah C. R.; Saint Mary's College of California; University Incarnate Word; University of Evansville; Longwood University; Worcester State University; Johnson C Smith University; Saint Joseph's University; Grand Valley State University; University of West Florida; Calvin University; Hofstra University; Montclair State University; Amherst College; Mount Holyoke College; University of Saint Thomas; California Polytechnic State University San Luis Obispo; City College of New York (CUNY); Oberlin College; George Washington University; Wilkes University; University of North Carolina; North Carolina Central University; Cardinal Stritch University; Utah Valley University; University of Detroit Mercy; Simmons University; University of Puerto Rico; University of Puerto Rico Mayaguez; York College NY (CUNY); University of California San Diego; Widener University; Macalester College; Webster University; University of Alabama Tuscaloosa; Prairie View A&M University; California Lutheran University; Georgetown University; University of Puerto Rico at Cayey; Albion College; Rochester Institute of Technology; San Francisco State University; North Carolina A&T State University; Duke University; William Woods University; California State University Monterey Bay; Denison University; William & Mary; California State University Stanislaus; University of Pittsburgh; Washington University (WUSTL)
    In their 2012 report, the President's Council of Advisors on Science and Technology advocated "replacing standard science laboratory courses with discovery-based research courses"-a challenging proposition that presents practical and pedagogical difficulties. In this paper, we describe our collective experiences working with the Genomics Education Partnership, a nationwide faculty consortium that aims to provide undergraduates with a research experience in genomics through a scheduled course (a classroom-based undergraduate research experience, or CURE). We examine the common barriers encountered in implementing a CURE, program elements of most value to faculty, ways in which a shared core support system can help, and the incentives for and rewards of establishing a CURE on our diverse campuses. While some of the barriers and rewards are specific to a research project utilizing a genomics approach, other lessons learned should be broadly applicable. We find that a central system that supports a shared investigation can mitigate some shortfalls in campus infrastructure (such as time for new curriculum development, availability of IT services) and provides collegial support for change. Our findings should be useful for designing similar supportive programs to facilitate change in the way we teach science for undergraduates.