Bridging the Undergraduate Curriculum Using an Integrated Course-Embedded Undergraduate Research Experience (ICURE)

• Published in: CBE life sciences education Vol. 14; no. 1; p. ar4
• Main Authors: Russell, James E, D'Costa, Allison R, Runck, Clay, Barnes, David W, Barrera, Alessandra L, Hurst-Kennedy, Jennifer, Sudduth, Elizabeth B, Quinlan, Erin L, Schlueter, Mark
• Format: Journal Article
• Language: English
• Published: United States American Society for Cell Biology 02.03.2015
• Subjects: Animals; Attitude Change; Attitude Measures; Biodiversity; Biomedical Research - organization & administration; California; Curriculum; Cytology; Databases, Factual; DNA Barcoding, Taxonomic; Ecology; Educational Measurement; Environment; Faculty; Georgia; Humans; Insecta; Integrated Curriculum; Intellectual Disciplines; Internet; Models, Educational; Program Development; Program Evaluation; Research Projects; Science Process Skills; Time Factors; Undergraduate Students; Undergraduate Study; Universities; Georgia
• ISSN: 1931-7913; 1931-7913
• DOI: 10.1187/cbe.14-09-0151

The traditional undergraduate program of study incorporates a selection of classes that represent a broad spectrum of subdisciplines. Unfortunately, few curricula successfully integrate concepts in all subdisciplines, giving undergraduates the misconception that there is a lack of application or connectedness between class subjects. An integrated course-embedded research experience (ICURE) was initiated to redress this problem by bridging classes within one discipline in an effort to engage undergraduates in a long-term analysis of biodiversity. The approach was both inclusive and longitudinal: 1) the ICURE bridge brought students from different classes and levels of instruction together with faculty members in a research project with a common goal--chronicling the changing face of the local environment in biological terms; and 2) research data collected were maintained and supplemented each semester and year in an online biodiversity database. Analysis of content and attitudinal gains suggested the integrated research protocol increased student comprehension and confidence. Results are discussed in terms of future amendments to instructional design and potential research applications. Though this program was concentrated on one discipline, there is no reason to assume other disciplines could not take advantage of similar research connections.