Integrating teaching and research in undergraduate biology laboratory education.

The dilemma is well known. Scientists at research-focused universities must precariously balance a research agenda while also contributing to the education of undergraduate students [1]–[3]. An imbalance exists at many universities where more time, resources, and prestige are devoted to research at the expense of teaching future generations of scientists and scientifically literate citizens [1],[2]. Indeed, the term “teaching load” suggests that teaching is a burden that diverts time and energy away from productive scholarship. However, this view inaccurately presents teaching and research as a zero-sum game when, in reality, well-designed curricula can benefit both activities [4]–[6]. In this article, we provide practical suggestions for implementing such curricula and describe a recently designed course as an example of how they can be applied. Both the National Academies and the American Association for the Advancement of Science recently emphasized that undergraduate education could be improved by a higher level of student participation in authentic research [7],[8]. Their recommendations are of two types: early student engagement in research labs, and enrollment in “research-based” (also known as “discovery-based,” “project-based,” and “inquiry-based”) courses modeled on real-world scientific practice. Although both types provide students with an authentic representation of science, research-based courses ensure more structured support and a more consistent lab experience for all students. The number of research-based lab courses has increased over the past two decades [9],[10], but the traditional “cookbook” labs, in which students follow a given list of procedures, are still prominent features of undergraduate curricula in many institutions [11]. Although changes are beginning to be made, logistical challenges coupled with little motivation for faculty to dedicate much time to teaching remain significant barriers to widespread implementation of research-based courses at the university level [3]. The challenges of implementing these courses are especially acute for high-enrollment classes required for biology majors and pre-med students. Given these challenges, building courses on existing faculty research programs may provide a viable solution at many institutions [12],[13]. Toward this goal, a new undergraduate introductory lab course was recently created by the Department of Biology at Stanford University. An instructional team, led by a tenure-track professor (the fourth author of this article), designed and taught a 10-week lab course that engaged a large student population in authentic research experiences based on one of his current research projects. With a focus on ecology, the course incorporated key components of authentic research, including collaboration among students, utilization of modern research techniques to study longitudinal, open-ended research questions with unknown answers, and scientific communication of results. Student-collected data were in turn incorporated in the instructor's research program. Using our experience with this course and drawing on the experience of other initiatives outlined in previously published curricula [6],[7],[12],[13], we present six recommendations that could be applied to various biological subdisciplines to develop courses with the dual function of providing students with a research-based experience and contributing to the instructor's research platform (Box 1). These recommendations include: (1) a low barrier of technical expertise needed for students to collect data; (2) established checks and balances to ensure that student mistakes will not compromise research quality; (3) a diverse set of variables that present many combinatorial choices for students to investigate without overwhelming the instructional team; (4) a central standardized database into which students can upload data; (5) assessment measures that are representative of real-world science; and (6) involvement of instructors with expertise in the study system. For others interested in designing this type of course, unique institutional contexts and logistics will likely influence the creation of different courses, but it is our hope that these guidelines and the course we briefly describe below can be used as a template for developing high-enrollment courses based on a faculty research program. Box 1. Suggestions for Creating a Research-Based Course Using a Faculty Research Program 1. Low barrier of technical expertise for students to collect data Data collection should require minimal prior knowledge or technical skill. Technically difficult procedures that cannot be mastered by students quickly can be executed by staff members, but demonstrated to students so they understand the processes behind the data collection. 2. Established checks and balances for student-collected data Student-collected data should require either minimal expertise or be repeated by a second lab group as a check for data collection accuracy. 3. Diverse, but constrained set of variables for developing hypotheses The given model system should have enough variables to allow for a variety of student questions. The number of variables available to students should be constrained in order to limit the work of the instructional team and increase the common ground on which peer discussions can occur. 4. Central database accessible to all students A central database allows students to access data from previous years and other lab groups. The ever-increasing size of the database provides students with realistic sample sizes that could not be obtained if students only used data generated during the course. 5. Course assessments reflect authentic scientific communication The final paper should follow the format of an influential journal in the given field, and students should receive multiple iterations of feedback from peers and instructors. Students should present their findings in a conference-like presentation format at the end of the course. 6. Research-specific expertise of faculty member The instructors should leverage their expertise with both general biological concepts and the specific research system in order to foster high-level discussions and provide effective feedback to students.