| Abstract Detail
Education and Outreach Nepal, Madhav P. [1], Orth, Mandy [2], York, Dakota [1]. Honors in Herbarium: Course-Based Undergraduate Research Experiences (CUREs) for Freshman Biology Students. Increasing number of higher education institutes are considering “Vision and Change in Undergraduate Biology Education” recommendations for their introductory biology curriculum transformation. One of the several proposed strategies for implementing scientific practices is integrating course-based undergraduate research experiences (CUREs) in the course curriculum. We recently implemented a herbarium data based CUREs project in three laboratory sections of Honors freshman biology course. Pre-/Post-project surveys showed that all students appreciated the research experiences; students’ misconceptions about plants as research organisms were addressed; and students claimed their interests toward getting involved in future plant research increased. We also identified implementation barriers, and future strategies to address them. As predicted, in the post-project survey, majority of the students suggested molecular biology based CUREs project for future integration as such project would fit better to their future medical/other health-related careers. At our presentation, we will discuss our data as well as scopes and challenges of integrating herbarium based CUREs project to our introductory biology course. Log in to add this item to your schedule
Related Links: Nepal Lab @SDSU
1 - South Dakota State University, Biology and Microbiology, McFadden Biostress Laboratory, Brookings, SD, 57007, USA 2 - South Dakota State University, Biology and Microbiology, Berg Agricultural Hall, Brookings, SD, 57007, USA
Keywords: Scientific teaching Course-based research experiences CUREs Honors in herbarium Creating interests in plant research Vision and Change Teaching millenial students.
Presentation Type: Oral Paper Session: 18, Education and Outreach I Location: Sundance 4/Omni Hotel Date: Tuesday, June 27th, 2017 Time: 8:15 AM Number: 18002 Abstract ID:325 Candidate for Awards:None |