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

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.