Table 1.

Undergraduate research experiences: examples of alternative approaches

Project, institution, principal investigator	Project description	Outcomes	Comments, subject area, website
Introducing students to research; demystifying science and scientists though close investigations of individual research labs
Consider, Read, Elucidate the hypotheses, Analyze and interpret the data, and Think of the next Experiment (CREATE), City College of the City University of New York, Sally Hoskins	Focuses on the research of an individual scientist to give students a sense of how scientific progress is made and how research unfolds over time. Using novel and adapted pedagogical tools, students read and analyze a series of four research papers from a single laboratory, design their own follow-up experiments, vet these in a “grant panel” activity, and interact with the laboratory involved by posing a set of questions in the form of an email survey sent to each author. Thoughtful responses from authors illuminate “the research life.”	Student Assessment of Learning Gains (SALG) surveys indicate students develop greater interest in science and greater confidence in their ability to understand science. Critical Thinking Tests (adapted from Field-tested Learning Assessment Guide) and class observations indicate improved student scientific problem-solving and critical thinking abilities. Postcourse interviews indicated gains in understanding of “who does science and why,” decreased misconceptions about the research life, increased confidence in ability to become scientists, and increased enthusiasm for research careers. Outside evaluations of CREATE implementations on multiple campuses found student gains in critical thinking abilities, understanding the nature of science, and attitudes toward science and scientists.	A low-cost approach to engaging students with the research community, readily adaptable to a range of institutions and levels (CREATE Cornerstone is being developed as a freshman-level adaptation of the CREATE method). CREATE Intensive workshops will be offered in 2012 and 2013 to faculty in 2- and 4-yr institutions. Subject area: approach can be adapted to a variety of disciplines or research subjects.
Connecting Researchers, Educators, and STudents (CREST), Center for BioMolecular Modeling, Milwaukee School of Engineering, Tim Herman	Undergraduate student teams interact with a research lab investigating an intriguing protein and learn about the research and the protein; develop a physical model of the protein; and work closely with an undergraduate educator to develop instructional materials that incorporate the physical model and the research as a means of highlighting protein function and structure.	Proposed outcomes include student understanding of complex protein structure and function and the process and culture of science.	Physical models are available for loan. Subject area: protein structure and function http://cbm.msoe.edu/stupro/crest/index.html
Experiencing the process of science: integrating scientific research into the student laboratory
Approaches that are based on and contribute to faculty research
Authentic Research Experience in Microbiology (AREM), Brooklyn College of the City University of New York, Theodore Muth	In AREM courses, students isolate a strain of the plant pathogen Agrobacterium tumefaciens from an environmental sample they have collected; examine its infectivity using Arabidopsis root segments; and use bioinformatics tools to relate genomics to host–pathogen interactions.	Preliminary results suggest that content knowledge, as measured by standard exams, is equal for those in AREM sections and those in traditional labs (AAAS, 2011b). However, as measured by the California Critical Thinking Skills Test, students in AREM courses showed gains in some aspects of critical thinking compared with those in traditional labs.	Example of a course-based research experience at a diverse, urban college with a dominant commuter population. In a recently introduced urban metagenomics approach designed to study urban bacterial community dynamics, students analyze 16S RNA sequences amplified from samples they collect from local sites. Subject area: microbiology approach can be adapted to a variety of disciplines or research subjects.
Project Laboratory in Genomics and Genetics, Brandeis University, Waltham, MA, Susan Lovett	Engages students in research through a three-stage approach: 1) read primary literature and complete training exercises to learn key concepts and techniques, 2) collaboratively develop and conduct group projects, and 3) individually develop and conduct independent research projects. Students isolate random Escherichia coli transposon mutations affecting rates of genetic variation; analyze these mutants to discover functions essential to genetic stability; integrate their findings with information found in public domain genomic information resources; and write a research paper reporting their results.	On the SURE survey, students self-report increased understanding of the process of scientific research, increased interest in science, and enhanced reading and writing skills. Using a principal investigator–generated survey to find out how the course helped students, the students report that the writing component enhanced their understanding of course content and general writing skills (AAAS, 2011b).	Principal investigator reports that the percentage of underrepresented minorities in the course is higher than the college's or major's percentage. This approach seems to have a beneficial effect on their feeling of being able to be a scientist. Subject area: genomics approach can be adapted to a variety of disciplines or research subjects. For example, a Neurobiology Project Lab has been developed for 2011.
Approaches that provide opportunities for students to participate in original collaborative research and/or contribute to a broader research effort
National Genomics Research Initiative, Howard Hughes Medical Institute–Science Education Alliance (SEA)	A two-semester course supported by the Howard Hughes Medical Institute. In semester one, students isolate and characterize bacteriophage from local soils and name the newly identified life form; extract and purify its DNA; and send one phage DNA sample to the U.S. Department of Energy Joint Genome Institute for sequencing. In the second semester, students use bioinformatics tools to annotate the sequenced genome.	Pooled survey data from the first-year's cohort indicate that students taking SEA labs, compared with their peers in introductory laboratory courses, were more likely to complete their course (only 2–5% dropped out vs. a school-wide average of 14%) and scored better on exams in introductory biology courses by an average of 6 of 100 points. Both of these findings were true regardless of school size or whether the students were honors, at-risk, biology majors, or undeclared majors (www.hhmi.org/news/SEA20091217.html).	SEA provides instrumentation, reagents, and protocols and support for faculty through training, workshops, and a learning network. The undergraduate research has resulted in a peer-reviewed paper with 192 authors, most of them undergraduates (Pope et al., 2011). By 2012 the course will be offered at 60 schools in 29 states and Puerto Rico (www.hhmi.org/grants/sea/institutions.html). Subject area: genomics bacteriophage www.hhmi.org/grants/sea
Genome Education Partnership, Biology Department and Genome Sequencing Center, Washington University, Sarah Elgin	A collaborative venture providing access to databases, Web-accessible tools, curriculum materials, and other resources to support: undergraduates in upgrading draft-quality Drosophila genomic sequences to high-quality and/or thoughtful and detailed annotation of these sequences, generating curated gene models; pooling of data and ideas from student courses in many institutions to result in significant improvement in existing databases; and joint publication in the scientific and science education literature.	Based on a postcourse survey adapted from Lopatto's SURE and CURE surveys, students reported professional and learning gains similar to students in apprenticeship experiences (Lopatto et al., 2008).	This project has resulted in peer-reviewed papers in both scientific (Leung et al., 2010) and educational (Shaffer et al., 2010) journals. Subject area: genomics http://gep.wustl.edu
Community College Genomics Research Initiative, Bellevue Community College (ComGen), in partnership with the U.S. Department of Agriculture's Agricultural Research Service group at Washington State University, Pullman, WA, Gita Bangera	The student laboratory centers on sequencing of DNA from the biocontrol bacterium Pseudomonas fluorescens, which attacks the plant pathogen that causes take-all, a fungal disease of wheat and barley.	On modified CURE surveys, students report gains in scientific skills such as laboratory techniques, understanding how knowledge is constructed, and how to read and understand primary literature; and personal development, including tolerance for obstacles faced in the research process and understanding how scientists solve problems.	Website includes materials so others may emulate this approach. Subject area: genomics http://scidiv.bellevuecollege.edu/comgen/CGabout.html
Partnership for Research and Education in Plants for Undergraduates (PREP-U), Virginia Polytechnic Institute and State University, Blacksburg, VA, in partnership with University of California, Davis, and Richard Bland College, Petersburg, VA, Erin Dolan	This project challenges students to develop an interdisciplinary approach to biology by examining interactions between Arabidopsis (both wild type and mutant) and herbivores at the genetic, biochemical, organismal, and population levels. Students design their own experiments to investigate whether changes in Arabidopsis genes affect their interactions with herbivores; share their findings via video chat or email, and add them to the PREP Online Lab Notebook, a site accessible to scientists and other students (www.prep.biochem.vt.edu).	In progress	The module offers experimental and analytical techniques adaptable for both beginning and advanced laboratories and to the addition of other components such as molecular genetics and bioinformatics. Subject area: general biology; plant biology; behavioral ecology; genetics; bioinformatics. www.prepu.biochem.vt.edu
Bringing Field Research into the Classroom, Rocky Mountain Biological Laboratory, Ian Billick	Provides improved access to online databases and curricular materials (this part of the project is in development). Enables students to use related long-term climate, weather, and biodiversity data to address ongoing problems of environmental and ecological interest; and track the stepwise progression of a particular research project done by others from planning to publication.	In progress	Introduces students to the work of individual scientists. Subject area: ecology, evolutionary biology, environmental science
Online Research in Biology (ORB), Cornell Lab of Ornithology, Nancy Trautmann	Facilitates student research using ecology and animal behavior data from online databases such as the Cornell Lab's collection of citizen-science–generated databases (i.e., eBird, Great Backyard Bird Count) or the Macaulay Library's collection of animal sounds and videos. Currently creating and piloting Web-based curriculum resources that make use of visualization and analysis tools such as Raven sound software and Science Pipes scientific workflow software.	In progress	Subject area: ecology, conservation, animal communication, and animal behavior www.birds.cornell.edu/orb
Projects that provide faculty support and address barriers to adoption and implementation
Community College Undergraduate Research Initiative (CCURI), Finger Lakes Community College, James Hewlett	Designs, implements, and evaluates a model for integrating undergraduate research into community college science curriculums. Model involves the use of inquiry-based materials and activities in freshman courses, which are then expanded into an undergraduate research experience at the sophomore level.	In progress	Sophomore course with research experience will be credit bearing and transferable to 4-yr institutions. Addresses barriers to undergraduate research in community colleges, such as lack of resources and limited access to research collaborations and networks.
			Approach can be adapted to a variety of disciplines or research subjects. www.ccuri.org
Science in society: connecting research experiences to real-world issues
Bring Your Own Cassava, University of Puerto Rico, Mayaguez, Dimuth Siritunga	Incorporates research to assess the genetic diversity of cassava populations in Puerto Rico into Genetics and Cell Physiology courses. Students in the Genetics course locate, transport, extract, and quantify DNA and then use simple sequence repeat DNA markers to assess genetic diversity from cassava leaves collected from around their homes. Students in the Cell Physiology course characterize the structure of root cells of cassava varieties and perform analysis on root contents.	Surveys and content tests created by the principal investigator, administered premodule and postmodule, show student gains in both content learning and confidence in a variety of scientific skills, such as “constructing a testable hypothesis” and “designing an experiment to test a hypothesis.” Student data are contributing to an understanding of the genetic diversity of Puerto Rican cassava and cassava conservation (Montero Rojas et al., 2011). Novel cassava accessions found by the students have been added to the Puerto Rican cassava germplasm maintained in vitro in the principal investigator's lab and in the field at the Isabela Agricultural Research Station.	Reaches a student population that is 99% from underrepresented groups and 59% regarded as economically disadvantaged. Project is being expanded to investigate the sweet potato. Impacts approximately 800 students per year. Subject area: genetics, cell physiology
Application-Based Service Learning (ABSL), Duquesne University, Pittsburgh, PA, Nancy Trun	Incorporates service learning and uses community-based problems to engage students in scientific research. Course has two components: First, students learn about a specific community-based problem in the service portion of the course. Then, in laboratory classes they conduct research to help understand and solve the problem.	Pre- and posttests, surveys, and content exams show preliminary results including a 40% increase in retention of knowledge 5 mo postcourse when compared with a lecture-only class (55% retention without ABSL vs. 95% with ABSL). Student evaluations indicate strong positive attitudes about the course (100% would recommend the class) (AAAS, 2011b).	Approach can be adapted to a variety of disciplines or research subjects. http://serc.carleton.edu/sencer/application-based_service/index.html
Community-Based Participatory Research (CBPR), Crow Environmental Health Steering Committee, Little Big Horn College, Mari Eggers; Montana State University, Bozeman, Anne Camper; University of New England, Biddeford, ME, Tim Ford	CBPR projects are incorporated into the life sciences curriculum and undergraduate research and internship programs. Students do standard water quality tests, as appropriate, on water from local rivers and wells (pH, temperature, conductivity, coliforms/E. coli, etc.), and deliver samples to another lab for inorganics and metals testing. This summer they will be adding the use of polymerase chain reaction to detect Cryptosporidium. Findings are related to local health risks, and results are disseminated in the community.	When this project began in 2006, few tribal members had undergraduate degrees in biological or environmental sciences and none had graduate degrees in the field. Now persistence rates to degrees for research interns are near 100%. Twelve Little Big Horn College students are earning 4-yr degrees, and two have earned master's degrees in the disciplines. The students and the community have developed an understanding of risk assessment and testing methodologies and an appreciation of local water issues.	Research involves students collaborating with a local steering committee of community members; researchers from Montana State University, the University of New England, and the University of Wyoming, Laramie, WY; federal agencies such as the U.S. Geological Survey, the Environmental Protection agency, the Fish and Wildlife Service, and the Indian Health Service; and the nonprofit Hopa Mountain, Bozeman, MT, and other organizations. Subject area: natural resources, environmental science, environmental health www.epa.gov/osp/tribes/ NatForum10/ntsf10_3t_Ford.pdf, www.lbhc.edu/waterquality