Coupling discovery-based learning and apprenticeship research experiences: a novel undergraduate laboratory course...

Area of Science:

• Undergraduate science education
• Experiential learning
• Biochemistry and molecular biology education research

Background:

• Apprenticeship research experiences (AREs) provide authentic research opportunities for undergraduates.
• AREs can present pedagogical and access barriers, limiting student participation and learning.
• Current AREs often lack guided instruction and structured support within authentic research settings.

Purpose of the Study:

• To address the practical barriers and inequities associated with traditional AREs.
• To present an innovative undergraduate course structure that integrates discovery-based training and ARE placement.
• To offer practical resources for implementing similar integrated laboratory courses in science programs.

Main Methods:

• Development of a novel undergraduate course integrating a discovery-based laboratory component with an ARE placement.
• Detailed description of the course structure, pedagogical approach, and implementation strategies.
• Focus on creating a more structured and equitable pathway to AREs for all students.

Main Results:

• The integrated course structure aims to enhance pedagogical support and guided learning within AREs.
• This model seeks to mitigate competition for limited ARE placements, promoting fairer access.
• The approach provides a replicable framework for other institutions to enhance undergraduate research opportunities.

Conclusions:

• Integrating AREs within a structured course can overcome traditional barriers to participation and learning.
• This innovative model promotes equitable access to authentic research experiences for a broader range of undergraduate students.
• The presented framework offers a practical solution for enhancing science education and preparing students for future research endeavors.