Integrating Research into the Undergraduate Curriculum: 2. Scaffolding Research Skills and Transitioning toward Independent Research

Mary E Morrison; Barbara Lom; Deanne Buffalari; Leah Chase; Joyce J Fernandes; Matthew S McMurray; Amy Jo Stavnezer

Integrating Research into the Undergraduate Curriculum: 2. Scaffolding Research Skills and Transitioning toward Independent Research

J Undergrad Neurosci Educ. 2020 Dec 31;19(1):A64-A74. eCollection 2020 Fall.

Authors

Mary E Morrison¹, Barbara Lom², Deanne Buffalari³, Leah Chase⁴, Joyce J Fernandes⁵, Matthew S McMurray⁶, Amy Jo Stavnezer⁷

Affiliations

¹ Biology Department and Neuroscience Program, Lycoming College, Williamsport, PA 17701.
² Biology Department and Neuroscience Program, Davidson College, Davidson, NC 28035.
³ Neuroscience Program, Westminster College, New Wilmington, PA 16172.
⁴ Biology and Chemistry Departments and Neuroscience Program, Hope College, Holland, MI 49423.
⁵ Biology Department and Center for Neuroscience and Behavior, Miami University, Oxford, OH 45056.
⁶ Department of Psychology and Center for Neuroscience and Behavior, Miami University, Oxford, OH 45056.
⁷ Neuroscience Program and Psychology Department, The College of Wooster, Wooster, OH 44691.

PMID: 33880093
PMCID: PMC8040851

Abstract

Undergraduate research experiences are widely regarded as high-impact practices that foster meaningful mentoring relationships, enhance retention and graduation, and stimulate postbaccalaureate enrollment in STEM graduate and professional programs. Through immersion in a mentored original research project, student develop and apply their skills in critical thinking, problem solving, intellectual independence, communication, collaboration, project ownership, innovation, and leadership. These skills are readily transferable to a wide array of future careers in and beyond STEM that are well-served by evidence-based approaches. The 2019 Society for Neuroscience meeting included a well-attended workshop on integrating research into the curriculum at primarily undergraduate institutions (PUIs). This article is the second of three articles that summarize, analyze, and expand the workshop discussions. In this second article, we specifically describe approaches to transitional research courses that prepare students for independent research experiences such as undergraduate research theses. Educators can intentionally scaffold research experience and skills across the curriculum, to foster participation in scientific research and enhance diversity, equity, and inclusivity in research training. This article provides an overview of important goals and considerations for intermediate undergraduate research experiences, specific examples from several institutions of transitional courses that scaffold research preparation using different structures, and a summary of lessons learned from these experiences.

Keywords: CRE; CURE; PUI; STEM; active learning; equity; inclusive; mentoring; research course; scaffolding; undergraduate research; underrepresented populations.