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Transforming laboratory education in the life sciences: A scalable framework for designing authentic undergraduate research experience-based courses benefits both students and faculty

  • Author(s): Sanders, ER
  • Moberg-Parker, J
  • Hirsch, AM
  • Lee, PY
  • Shapiro, C
  • Toma, S
  • Levis-Fitzgerald, M
  • et al.
Abstract

© 2016, American Society for Microbiology. All rights reserved. Course-based undergraduate research experiences (CUREs) and apprentice-based research experiences (AREs) represent inclusive, student-centered instructional strategies that can improve student learning and help to keep them on a scientific career pathway. Using backwards course design ensures that educators and faculty align research activities with the learning outcomes and that selected assessments provide adequate evidence of student achievements, visualized via curriculum mapping. Rubrics are suitable assessment tools for measuring how students perform in these research-based laboratory courses. Faculty benefit from teaching CUREs and mentoring students in AREs in ways that enhance both their teaching portfolios and research productivity.

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