Mentoring Graduate Students in Research and Teaching by Utilizing Research as a Template

Abstract

We have designed a unique guided-inquiry-inspired course for entry-level graduate students using chemical research as a mechanism to teach research-oriented problem-solving skills. The course has been designed for flexibility around a shared research experience. The curriculum can be modified each year by incorporating a new research project into the framework of the course. Advanced graduate students and postdoctoral scholars serve as course instructors, providing significant teaching and mentoring opportunities for them. The benefits of the inquiry-driven approach have been reinforced through careful selection of instructors and students. We have been able to create a positive learning environment and a highly beneficial award system for students and instructors by offering an opportunity to publish class results in a scholarly journal. The course serves as a template for the implementation of similar graduate coursework at comparable research institutions.