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Role of Research Educator in sequential course-based undergraduate research experience program.

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The First-Year Research Immersion (FRI) program integrates research and teaching for science undergraduates. Research Educators (REs) in FRI gain valuable professional development through this unique course-based undergraduate research experience (CURE) model.

Keywords:
Research Educatoracademic career pathauthentic researchcourse-based research experienceprofessional development

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Area of Science:

  • Science Education
  • Undergraduate Research
  • Microbiology

Background:

  • The First-Year Research Immersion (FRI) program utilizes a unique model for undergraduate science education.
  • This program features course-based undergraduate research experiences (CUREs) designed for first- and second-year students.
  • Research Educators (REs) manage both teaching and research within dedicated training labs.

Purpose of the Study:

  • To describe the structure and impact of the FRI program on both students and Research Educators (REs).
  • To highlight the professional development opportunities for REs within this integrated teaching and research environment.
  • To use examples from the Microbial Biofilms in Human Health track to illustrate challenges and rewards.

Main Methods:

  • Implementation of a sequence of three CUREs within the FRI program.
  • Supervision of approximately 55 undergraduate students (30 first-year, 25 second-year) per RE in a research-training lab.
  • Integration of teaching responsibilities (lectures) with active research programs for REs.

Main Results:

  • REs combine teaching and research, leading to enhanced engagement and learning for beginning science and engineering students.
  • The FRI model presents unique challenges but offers substantial professional development for REs.
  • The microbiology research track, focusing on Microbial Biofilms in Human Health, provides specific examples of these challenges and rewards.

Conclusions:

  • The FRI program's CURE model effectively engages early-career students in scientific inquiry.
  • Research Educators experience significant professional growth by merging teaching and research roles.
  • This innovative approach to undergraduate science education benefits both students and faculty.