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Intensive use of primary literature in science courses can supplement and prepare undergraduate students for laboratory‐based jobs and graduate programs (1020.7)
Author(s) -
Varamini Behzad
Publication year - 2014
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.28.1_supplement.1020.7
Subject(s) - preparedness , medical education , liberal arts education , critical thinking , undergraduate research , psychology , mathematics education , higher education , medicine , political science , law
Many schools across America, particularly smaller, liberal arts, undergraduate‐intensive schools, may lack the human and capital resources necessary to fully prepare science, pre‐medical, and nutrition undergraduates for the job market or graduate school, as laboratory techniques and critical research skills are coveted by employers and graduate school admissions committees alike. As such, it is the responsibility of the undergraduate department to seek creative avenues of supplementing normal lecture and laboratory classes with opportunities for students to interact with widely employed biological techniques and current topics in medicine and nutrition. As a result of this need, the CREATE strategy (consider, read, elucidate hypotheses, analyze and interpret the data, and think of the next experiment) has proven effective in undergraduate science education. Herein described is, for the first time, the application of the CREATE strategy to upper division courses at Biola University, and measurable outcomes related to student learning, preparedness, critical thinking, and satisfaction. Overall, it is clear that the CREATE strategy can help students become more well‐rounded and better prepared technicians and critical thinkers, particularly in atmospheres where laboratory research opportunities are minimal.