Diving into research without wading through content: A skills‐based cell biology course emphasizing the unknown

Abstract

AbstractIn a typical undergraduate biology curriculum, students do not dive into research until they first wade through large amounts of content. Biology courses in the first few years of the college curriculum tend to be lecture‐based and exam‐based courses. As a result, science students are mainly exposed to content knowledge—not the skills scientists practice daily. While students may practice manual techniques in lab sections of lecture courses, the higher‐level analytical research skills are reserved for the final semesters of college. To address this issue, we created an undergraduate cell biology course centered around practicing research skills, and fully accessible to students with no prerequisite content knowledge. In our course, students read primary literature (no textbooks) and were assessed by writing 12 analytical response papers and a full research proposal (no exams). Each student chose a topic for their semester‐long project, conducted a literature review, and proposed future experiments—all in a stepwise fashion with plentiful feedback. The students' thorough comprehension of the primary literature, along with successful completion of the research proposals, shows that the course achieved its goals of building these skills—even in the nonbiology majors taking this pilot course. Pre‐ and post‐survey results demonstrate that students gained feelings of confidence and preparedness for future research experiences. We envision a future model in which such a skills‐based course replaces a more traditional cell biology course, giving students the opportunity to practice high‐level analytical research skills from very early on in the undergraduate biology curriculum.