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Advancing Science while Training Undergraduates: Recommendations from a Collaborative Biology Research Network
Biology research is becoming increasingly dependent on large-scale, “big data,” networked research initiatives. At the same time, there has been a corresponding effort to expand undergraduate participation in research to benefit student learning and persistence in science. This essay examines the co...
Autores principales: | , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
American Society for Cell Biology
2020
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8693944/ https://www.ncbi.nlm.nih.gov/pubmed/33215973 http://dx.doi.org/10.1187/cbe.20-05-0090 |
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author | Jensen-Ryan, Danielle Murren, Courtney J. Rutter, Matthew T. Thompson, Jennifer Jo |
author_facet | Jensen-Ryan, Danielle Murren, Courtney J. Rutter, Matthew T. Thompson, Jennifer Jo |
author_sort | Jensen-Ryan, Danielle |
collection | PubMed |
description | Biology research is becoming increasingly dependent on large-scale, “big data,” networked research initiatives. At the same time, there has been a corresponding effort to expand undergraduate participation in research to benefit student learning and persistence in science. This essay examines the confluence of this trend through eight years of a collaboration within a successful biology research network that explicitly incorporates undergraduates into large-scale scientific research. We draw upon interviews with faculty in this network to consider the interplay of scientific and pedagogical objectives at the heart of this undergraduate-focused network research project. We identify ways that this network has expanded and diversified access to scientific knowledge production for faculty and students and examine a goal conflict that emerged around the dual objectives of mentoring emerging scientists while producing high-quality scientific data for the larger biology community. Based on lessons learned within this network, we provide three recommendations that can support institutions and faculty engaging in networked research projects with undergraduates: (1) establish rigorous protocols to ensure data and database quality, (2) protect personnel time to coordinate network and scientific processes, and (3) select appropriate partners and establish explicit expectations for specific collaborations. |
format | Online Article Text |
id | pubmed-8693944 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2020 |
publisher | American Society for Cell Biology |
record_format | MEDLINE/PubMed |
spelling | pubmed-86939442022-01-03 Advancing Science while Training Undergraduates: Recommendations from a Collaborative Biology Research Network Jensen-Ryan, Danielle Murren, Courtney J. Rutter, Matthew T. Thompson, Jennifer Jo CBE Life Sci Educ Essay Biology research is becoming increasingly dependent on large-scale, “big data,” networked research initiatives. At the same time, there has been a corresponding effort to expand undergraduate participation in research to benefit student learning and persistence in science. This essay examines the confluence of this trend through eight years of a collaboration within a successful biology research network that explicitly incorporates undergraduates into large-scale scientific research. We draw upon interviews with faculty in this network to consider the interplay of scientific and pedagogical objectives at the heart of this undergraduate-focused network research project. We identify ways that this network has expanded and diversified access to scientific knowledge production for faculty and students and examine a goal conflict that emerged around the dual objectives of mentoring emerging scientists while producing high-quality scientific data for the larger biology community. Based on lessons learned within this network, we provide three recommendations that can support institutions and faculty engaging in networked research projects with undergraduates: (1) establish rigorous protocols to ensure data and database quality, (2) protect personnel time to coordinate network and scientific processes, and (3) select appropriate partners and establish explicit expectations for specific collaborations. American Society for Cell Biology 2020 /pmc/articles/PMC8693944/ /pubmed/33215973 http://dx.doi.org/10.1187/cbe.20-05-0090 Text en © 2020 D. Jensen-Ryan et al. CBE—Life Sciences Education © 2020 The American Society for Cell Biology. “ASCB®” and “The American Society for Cell Biology®” are registered trademarks of The American Society for Cell Biology. https://creativecommons.org/licenses/by-nc-sa/3.0/This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License. |
spellingShingle | Essay Jensen-Ryan, Danielle Murren, Courtney J. Rutter, Matthew T. Thompson, Jennifer Jo Advancing Science while Training Undergraduates: Recommendations from a Collaborative Biology Research Network |
title | Advancing Science while Training Undergraduates: Recommendations from a Collaborative Biology Research Network |
title_full | Advancing Science while Training Undergraduates: Recommendations from a Collaborative Biology Research Network |
title_fullStr | Advancing Science while Training Undergraduates: Recommendations from a Collaborative Biology Research Network |
title_full_unstemmed | Advancing Science while Training Undergraduates: Recommendations from a Collaborative Biology Research Network |
title_short | Advancing Science while Training Undergraduates: Recommendations from a Collaborative Biology Research Network |
title_sort | advancing science while training undergraduates: recommendations from a collaborative biology research network |
topic | Essay |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8693944/ https://www.ncbi.nlm.nih.gov/pubmed/33215973 http://dx.doi.org/10.1187/cbe.20-05-0090 |
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