2023 Early Hearing Detection & Intervention Conference
March 5-7, 2023 • Cincinnati, OH
6/08/2017 | 12:00 PM - 12:15 PM | PUTTING YOUR LAB CLASSES (AND RESOURCES) TO WORK FOR YOU: AN EXAMPLE OF A MOLECULAR ECOLOGY COURSE UNDERGRADUATE RESEARCH MODULE | 301A
PUTTING YOUR LAB CLASSES (AND RESOURCES) TO WORK FOR YOU: AN EXAMPLE OF A MOLECULAR ECOLOGY COURSE UNDERGRADUATE RESEARCH MODULE
Primarily undergraduate institutions have variable expectations for faculty as teacher-scholars. The term teacher-scholar may simply reflect faculty utilizing scholarly expertise to enrich teaching. However, increasingly more often, this term refers to a fusion of teaching and research accompanied by expectations of assessment. Course undergraduate research experiences (CUREs) provide authentic opportunities to engage students in faculty research, providing a “high impact” practice (HIP) measureable by multiple metrics. The nature of aquatic fieldwork may not always lend itself to class participation (~ 16 people), but the rise of molecular ecology applications to aquatic science creates new opportunities to develop teacher-scholars. In this case study, I paired two HIPs, faculty-student collaborative research and CUREs, to investigate identity and distribution of native apple snails (Pomacea spp.) in an upper level invertebrate ecology class. To assess the impact of class-incorporated research, students will complete nationally recognized pre- and post-surveys about their CURE experiences and in-class surveys on pedagogical practices. This talk will highlight the CURE goals of increasing student understanding of species concepts, introducing applications of molecular ecology to aquatic science, developing molecular skills and offering students opportunities to contribute data to on-going research projects.
- C23 Education
- C21 Communicating Science
- S11 Scholarship of Teaching and Learning in Freshwater Science
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Presenters/Authors
Romi Burks
(), Department of Biology, Southwestern University, Georgetown, TX, USA, burksr@southwestern.edu;
ASHA DISCLOSURE:
Financial -
Nonfinancial -