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The python project: a unique model for extending research opportunities to undergraduate students.

ABSTRACT: Undergraduate science education curricula are traditionally composed of didactic instruction with a small number of laboratory courses that provide introductory training in research techniques. Research on learning methodologies suggests this model is relatively ineffective, whereas participation in independent research projects promotes enhanced knowledge acquisition and improves retention of students in science. However, availability of faculty mentors and limited departmental budgets prevent the majority of students from participating in research. A need therefore exists for this important component in undergraduate education in both small and large university settings. A course was designed to provide students with the opportunity to engage in a research project in a classroom setting. Importantly, the course collaborates with a sponsor's laboratory, producing a symbiotic relationship between the classroom and the laboratory and an evolving course curriculum. Students conduct a novel gene expression study, with their collective data being relevant to the ongoing research project in the sponsor's lab. The success of this course was assessed based on the quality of the data produced by the students, student perception data, student learning gains, and on whether the course promoted interest in and preparation for careers in science. In this paper, we describe the strategies and outcomes of this course, which represents a model for efficiently providing research opportunities to undergraduates.

SUBMITTER: Harvey PA

PROVIDER: S-EPMC4255356 | biostudies-literature | 2014

REPOSITORIES: biostudies-literature

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The python project: a unique model for extending research opportunities to undergraduate students.

Harvey Pamela A PA Wall Christopher C Luckey Stephen W SW Langer Stephen S Leinwand Leslie A LA

CBE life sciences education 20140101 4

Undergraduate science education curricula are traditionally composed of didactic instruction with a small number of laboratory courses that provide introductory training in research techniques. Research on learning methodologies suggests this model is relatively ineffective, whereas participation in independent research projects promotes enhanced knowledge acquisition and improves retention of students in science. However, availability of faculty mentors and limited departmental budgets prevent ...[more]

PMID: 25452492

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Project description:Undergraduate research experiences are an instrumental component of student development, increasing conceptual understanding, promoting inquiry-based learning, and guiding potential career aspirations. Moving one step further, as research continues to become more interdisciplinary, there exists potential to accelerate student growth by granting additional perspectives through collaborative research. This study demonstrates the utilization of a model collaborative research project, specifically investigating the development of sorbent technologies for efficient CO2 capture, which is an important research area for improving environmental sustainability. A model CO2 sorbent system of heteroatom-doped porous carbon is utilized to enable students to gain knowledge of adsorption processes, through combined experimental and computational investigations and learnings. A particular emphasis is placed on creating interdisciplinary learning experiences, exemplified by using density functional theory (DFT) to understand molecular interactions between doped carbon surfaces and CO2 molecules as well as explain underlying physical mechanisms that govern experimental results. The experimental observations about CO2 sorption performance of doped ordered mesoporous carbons (OMCs) can be correlated with simulation results, which can explain how the presence of heteroatom functional groups impact the ability of porous carbon to selectively adsorb CO2 molecules. Through an inquiry-focused approach, students were observed to couple interdisciplinary results to construct holistic explanations, while developing skills in independent research and scientific communications. This collaborative research project allows students to obtain a deeper understanding of sustainability challenges, cultivate confidence in independent research, prepare for future career paths, and most importantly, be exposed to strategies employing interdisciplinary research approaches to address scientific challenges.

Project description:IntroductionAcademic institutions have a duty to equip health professional students with the requisite research skills to ensure the implementation of evidence-based practice. This study aims to determine the perceptions of pharmacy students and alumni toward research after completing Undergraduate Research in Pharmacy Courses (URPCs) at the College of Pharmacy-Qatar University (CPH-QU).MethodsA cross-sectional survey was conducted. All CPH-QU alumni (n = 238), and all third- and fourth-year professional students who had completed at least one URPC at the time of conducting the study (n = 42) were approached. The questionnaire contained items relating to research experience and perceptions of significance, confidence in conducting research, actual and anticipated outcomes, and motivation for future research. A Theoretical Domains Framework informed the development of selected items.ResultsThe response rate was 72.1% (202/280); however, the usable rate was 95.5% (193/202). The participants gave positive responses relating to their perceptions of research significance {Median = 5.0 [Interquartile range (IQR) = 1.0], Minimum-Maximum = 1-5}, confidence in conducting research [Median = 4.0 (IQR = 1.0), Minimum-Maximum = 1-5], actual and anticipated outcomes [Median = 4.0 (IQR = 1.0), Minimum-Maximum = 1-5], and motivation for future research plans [Median = 4.0 (IQR = 1.0), Minimum-Maximum = 1-5]. The majority of participants perceived non-confidence in using data analysis software [72 (39.4% non-confidence)] and a high proportion of participants were non-confident in conducting data analysis [45 (24.6% non-confidence)]. More than half reported publishing at least one peer-reviewed article [99 (54.4% agreement)] from their courses and were highly motivated to consider post-graduate degrees in pharmacy [132 (73.3% agreement)].ConclusionsIncorporating URPCs into CPH-QU curriculum has potentially improved students and alumni's perceptions of research. Action is needed to improve confidence in different aspects of research.

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The python project: a unique model for extending research opportunities to undergraduate students.

Publications

The python project: a unique model for extending research opportunities to undergraduate students.

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