The Research-Focused
Classroom
Background
• Benefits:
– Better critical thinking
– Inquiry
– Increased problem solving
skills
– Communication
• Barriers
–
–
–
–
Financial
Facilities
Time commitments
Student apprehension
Institutional challenges
military training
• Core curriculum: 112 semester
hours, bio majors get 36 more=
148 sem hrs
• Daily schedule
academics
– 7:30AM-4PM
– 4PM-5PM intramurals/practice
– 8PM-11PM academic call to
quarters
• Typical graduating class: 60%
pilot, 30% non-tech
• Faculty (the 90:10 rule):
teaching, administration, lab
prep, & military supervisory
duties
physical
conditioning
Classroom research: leveraging for
success
• Bio 480, Applied Ecology (2000) &
Bio 464, Molecular Biology (2002)
• Recruit fellow faculty
• Discuss research approach
upfront , provide list of projects
(3-4), not a cookbook, students
responsible for learning
• Small projects: students must see
they can complete in one
semester
• Timing:
– OJT in first half semester
– Project and more OJT (as req’d)
second half
– Use of timelines and goal setting
Timelines help students with goal
setting
Timeline of Projected Progress for 499: C1C Kristen Bird
(Spring 2007)
•Determine name for project
•Develop standards for testing
•Have information on Salmon
Location caught
Farm vs wild
•Finalize digestion process
Obtain more sample tissue
•Begin ICP Analysis
Accurate?
•Begin analysis of data
Relevant or not?
•Begin poster (or write up)
31 January (T8)
•Wrap-up of data
•Final touches added to poster (or write
up)
•Attend conference
22 March (Spring Break)
28 February (T18)
•Finalize accuracy of standards
• Obtain sample tissue
Albertson’s & Whole Food
•Begin testing digestion process
Does this way work?
May (Conference)
30 April (T36)
•Further testing and evaluation
•Further analysis
•Finalize poster (or write up if
unsuccessful results)
Proper motivation keeps students on
track
Indirect benefit: our research program
grew!
40
30
# students
11
20
7
10
3
19
12
9
0
AY 02/03
AY 03/04
AY 04/05
Increase in independent research enrollment attributed to
classroom research experience
= NOT related to classroom
experience;
= enrolled as result of classroom research
experience
Growth of research programs as a
result of classroom experience
40
0
30
# students
11
0
20
32
7
10
23
3
19
12
9
0
AY 02/03
AY 03/04
AY 04/05
AY 05/06
AY 06/07
Increase in independent research enrollment attributed to
classroom research experience
= NOT related to classroom
experience;
= enrolled as result of classroom research
experience
Assessment: student performance
• Project is 30-40% of final grade
• Grade not based upon
research findings but how
students began to act like
scientists
• We looked for behaviors
indicating critical thinking
–
–
–
–
–
Synthesis
Generalization to other studies
Pros/cons of strategies
Problem-solving
Data analysis
Assessment:
Presentations
Conferences are used to assess the
rigor of our program to other schools
• Classroom presentations (Field
Ecology)
• Regional undergraduate
conferences
• 60 – 80 % of class enrolled in
conferences
– PI supported (~$1K annually)
– Dean/Alum supported (~$5K
annually)
Generalizations to other disciplines
• If you’d like to get something done in your
discipline, have your students take part
– Sacrifice course content
– Gain in critical thinking, analysis, problem solving
skills
• Make it worth their efforts: significant point
value
• Devote class time to the project/paper/idea