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CUR Conference, Washington DC, JuneJuly 2014 Authen’c LargeScale Undergraduate Research Experiences Engaged adop’on through an Australian na’onal leadership project Kirsten Zimbardi a , Susan Rowland b , Gwen Lawrie b , Jack Wang b , Paula MyaI c , Peter Worthy b a School of Biomedical Science; b School of Chemistry and Molecular Biosciences, d Teaching and EducaNonal Development InsNtute The University of Queensland, Australia Contact: [email protected] Undergraduate Research Experiences for ALL Undergraduate research experiences (UREs): • engage students 1 • improve academic achievement 1 • provide a large range of benefits 2 Embedding UREs into the curriculum maintains many of these benefits. 3 Engaging large cohorts of students (several hundred) in UREs that are sustainable requires careful design. 4 Checklist for ALURE Adopters Suppor’ng new ALURE adopters Crucial elements • Academic ownership and fit for context • ‘Plugandplay’ pracNcals don’t work • IniNal face to face meeNng • Key concerns • Unexpected consideraNons (checklist) • RelaNonship building • Ongoing mentoring and troubleshooNng • Scholarly evaluaNon for sustainability • Support in gaining ethical approval ALURE models: Upscaling References 1. Kuh, G., (2008) High impact educaNonal pracNces: what they are, who has access to them, and why they maIer. 2. Hunter, A.B., Laursen, S.L. and Seymour E., (2006) Science EducaNon 91: 3674. 3. LopaIo D. (2009) Science in SoluNon. 4. Zimbardi, K. and MyaI, P., (2014) Studies in Higher EducaNon 39 (2): 233250. 5. Lawrie et al. (2009) Uniserve Proceedings 173179. 6. Rowland et al. (2012) Biochemistry and Molecular Biology EducaNon 40 (1): 4662. 7. Wang et al. (2012) Biochemistry and Molecular Biology EducaNon 40 (1): 3745. 8. Bugarcic A., et al. (2012) Biochemistry and Molecular Biology EducaNon 40(3): 174180. 9. Zimbardi K., et al. (2013) Advances in Physiology EducaNon 37 (4): 303315. This work is supported by a 2 year Australian Office of Teaching & Learning Leadership Grant. ALURE examples in Australia Exis%ng: chemistry 5 , biochemistry 6 , microbiology 7 , molecular biology 8 , physiology 9 New adopters: nanoscience, geneNcs, microbiology, biomedical science, chemistry, invertebrate biology Addi%onal 6 Australian universi%es developing local ‘communi%es of prac%ce’ Our naNonal leadership project supports the development, implementaNon and evaluaNon of AuthenNc, Largescale Undergraduate Research Experiences (ALUREs), and aims to: • Document exisNng ALUREs and keys to their success • IdenNfy and support academic champions in developing new ALUREs • Produce a pracNcal framework that guides new ALURE adopters ALURE through evolu’on AuthenNcity Less student autonomy & responsibility More student autonomy & responsibility “Cookbook” Guided inquiry Open inquiry Research projects Ownership Textbooks Using primary literature Building on primary literature Unknown outcomes Known outcomes Why would my colleagues be interested in implemenNng this ALURE? What outcomes will other teaching/research staff get out of being involved? What challenges are they likely to encounter? Why am I implemenNng the ALURE? What outcomes will I get out of this? What challenges am I likely to encounter? What other stakeholders may have interest in the ALURE? What challenges are associated with their needs? What outcomes will students get out of being involved? What challenges are they likely to encounter? Implementer Students Colleagues Other Stakeholders Process and LogisNcs MoNvaNon and Value EvaluaNon Support for Students
