Chapter 11 - Incorporating Research Into Courses

Abstract

There is long-standing and widespread support for educational initiatives that introduce undergraduates to scientific research. Research experiences can lead to gains in students’ general skills, such as oral visual and written communication, as well as more specific research-associated skills. Traditionally, undergraduates have been introduced to research primarily through the apprentice model, in which undergraduates join a research group and receive one-on-one guidance from a mentor. This model, while effective, limits the number of students who can engage in research experiences and tends to be more accessible to students who are familiar with the research enterprise. There is therefore an increasing emphasis on developing opportunities for students to engage in research in credit-bearing courses, extending the benefits of research experiences to a larger and more diverse group. These course-based research experiences can provide many of the same benefits students derive from traditional undergraduate research experiences, such as increased content knowledge and analytical skills and persistence in science. This chapter describes important characteristics of course-based research experiences and provides examples that range from national programs to single courses developed by individual instructors. We end the chapter by offering practical suggestions to help instructors design an effective course-based research experience.