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Integrating Undergraduate Research/Research Training into the Curriculum at Research‐Intensive Institutions
Author(s) -
Kennelly Peter James
Publication year - 2012
Publication title -
the faseb journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.709
H-Index - 277
eISSN - 1530-6860
pISSN - 0892-6638
DOI - 10.1096/fasebj.26.1_supplement.94.1
Subject(s) - undergraduate research , presentation (obstetrics) , medical education , curriculum , independence (probability theory) , value (mathematics) , psychology , postgraduate research , pedagogy , medicine , computer science , statistics , mathematics , machine learning , radiology
Educators, employers, and admissions committees all place a high value upon undergraduate research experiences beyond the required laboratory courses. Undergraduate research experiences immerse the students in the environment of a working research, production, or analytical laboratory that amplifies the importance of independence, initiative, and communication skills. At many schools the ratio of faculty to students is such that each and every student can be required to do some sort of independent research project. However, at large, research‐intensive the ratio of faculty to students in the Biochemistry Department frequently ranges from 10 to 40:1. Finding placements within the departmental faculty for all interested students can be impractical. In this presentation, we will talk about the many potential sources of research mentors that lie outside traditional department boundaries at an R1 university, potential pitfalls, and ways of addressing them.