Journal
ADVANCES IN PHYSIOLOGY EDUCATION
Volume 45, Issue 4, Pages 835-840Publisher
AMER PHYSIOLOGICAL SOC
DOI: 10.1152/advan.00148.2020
Keywords
experiential learning; methods; scienti fi c identity; undergraduate research experience
Categories
Funding
- Trent University Theall Research Fund
- Trent University
- TFSON Research Grant Program
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This article discusses the importance of small-scale, individualized undergraduate research experiences based on established methods in filling the knowledge gap for undergraduate Biology students, particularly important for STEM students aspiring to non-research scientific careers and underrepresented STEM students.
Undergraduate research experiences are important for the development of scientific identity, appreciation of authentic research, and improvement of persistence toward science careers. We identified a gap in experiential research opportunities for undergraduate Biology students who were seeking a formal yet small-scale research experience that was unique to their own interests and career aspirations. These opportunities may be especially worthwhile for of science, technology, engineering, and mathematics (STEM) students aspiring to nonresearch scientific careers (i.e., medicine, dentistry, forensics, and communication) and underrepresented STEM students. Here, we reflect on the use of small-scale, individualized undergraduate research experiences that are based on established methods. These experiences have helped to fill this gap and create problem-centered learning opportunities for undergraduate students that are as unique as the students themselves.
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