Incorporating an Undergraduate Research-Based Learning Module in an Introductory Course
Abstract
A 10-week project-based learning module incorporating undergraduate research skills was implemented in multiple sections of an elementary statistics course with the goal of addressing the �Essential Features of Undergraduate Research.� These features include designing a focused research question, a review of scientific literature, group work, data analysis, and reporting significant findings to name a few. The presenters led pilot courses during Spring 2012 and Fall 2012 incorporating a course embedded research project with a wellness theme, while other sections were taught using a traditional method. In this presentation, we will discuss our techniques implementing the alternative approach, making sure to highlight successes and challenges. Our qualitative and quantitative assessment techniques and results will be showcased. The audience is expected to gain an understanding of course-embedded undergraduate research at the Freshman/Sophomore level and engage in a discussion of the methods presented.
Location
Room 217
Recommended Citation
Sinclair, Jennifer; Boindala, Priya; Brewley, D. Natasha; and Whitener, JoAnna, "Incorporating an Undergraduate Research-Based Learning Module in an Introductory Course" (2013). SoTL Commons Conference. 12.
https://digitalcommons.georgiasouthern.edu/sotlcommons/SoTL/2013/12
Incorporating an Undergraduate Research-Based Learning Module in an Introductory Course
Room 217
A 10-week project-based learning module incorporating undergraduate research skills was implemented in multiple sections of an elementary statistics course with the goal of addressing the �Essential Features of Undergraduate Research.� These features include designing a focused research question, a review of scientific literature, group work, data analysis, and reporting significant findings to name a few. The presenters led pilot courses during Spring 2012 and Fall 2012 incorporating a course embedded research project with a wellness theme, while other sections were taught using a traditional method. In this presentation, we will discuss our techniques implementing the alternative approach, making sure to highlight successes and challenges. Our qualitative and quantitative assessment techniques and results will be showcased. The audience is expected to gain an understanding of course-embedded undergraduate research at the Freshman/Sophomore level and engage in a discussion of the methods presented.
