Insights from a Convocation: Integrating Discovery-Based Research into the Undergraduate Curriculum-Reference-Cited by-同舟云学术

Insights from a Convocation: Integrating Discovery-Based Research into the Undergraduate Curriculum

Published:2016-06 Issue:2 Volume:15 Page:fe2
ISSN:1931-7913
Container-title:CBE—Life Sciences Education
language:en
Short-container-title:LSE

Author:

Elgin Sarah C. R.¹,Bangera Gita²,Decatur Sean M.³,Dolan Erin L.⁴,Guertin Laura⁵,Newstetter Wendy C.⁶,San Juan Elvyra F.⁷,Smith Mary A.⁸,Weaver Gabriela C.⁹,Wessler Susan R.¹⁰,Brenner Kerry A.¹¹,Labov Jay B.¹²

Affiliation:

1. Department of Biology, Washington University in St. Louis, St. Louis, MO 63130

2. RISE Learning Institute, Bellevue College, Bellevue, WA 98007

3. Office of the President, Kenyon College, Gambier, OH 43022

4. Texas Institute for Discovery Education in Science, University of Texas, Austin, TX 78712

5. Department of Earth Science, Penn State Brandywine, Media, PA 19063

6. College of Engineering, Georgia Institute of Technology, Atlanta, GA 30332

7. Office of the Chancellor, California State University System, Long Beach, CA 90802

8. Department of Biology, North Carolina A&T State University, Greensboro, NC 27411

9. Department of Chemistry, University of Massachusetts, Amherst, MA 01003

10. Department of Botany and Plant Sciences, University of California, Riverside, Riverside, CA 92521

11. Board on Science Education, Washington, DC 20001

12. Board on Life Sciences, National Academies of Sciences, Engineering, and Medicine, Washington, DC 20001

Publisher

American Society for Cell Biology (ASCB)

Subject

General Biochemistry, Genetics and Molecular Biology,Education

Reference19 articles.

1. Assessment of Course-Based Undergraduate Research Experiences: A Meeting Report

2. Course-Based Undergraduate Research Experiences Can Make Scientific Research More Inclusive

3. Modeling Course-Based Undergraduate Research Experiences: An Agenda for Future Research and Evaluation

4. Making a Difference in Science Education

5. Toward a model of social influence that explains minority student integration into the scientific community.

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