What Past Participants Have to Say…
“Participating in the Scholars program has been the single most best and most influential decision that I have made in my teaching career. […] There is no value that you can place on knowing other like-minded individuals who are caring, sharing, and willing to help each other to succeed.”
– 2009 Research & 2011 Transitions Scholar
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Biology Scholars Program
ASM Education Department
1752 N Street, NW
Washington, DC 20036
|Department or Program Name|
|PO box or mailstop|
|Primary student type|
I teach a course that combines independent research with a student-driven seminar. The goal of this course is to fully integrate the practice of primary research with the acquisition of key concepts of the discipline, including the philosophy of science, central concepts and details of an experimental system, and the societal and ethical implications of research. I developed the course with a colleague and different sections are now being offered by groups of faculty with shared research interests. The section that I teach focuses on antibiotic resistance and development of new antibiotics. The course is taken on an ongoing basis by sophomores, juniors, and seniors.
|Research question, hypotheses||
The traditional approach to teaching science as a series of facts to be memorized does not reflect how science is actually practiced and discourages students from seeing science as a creative process that is related to the world around them, ultimately leading to attrition from science majors.
How students improve or increase their skills OR decrease unwanted behaviors based on a learning experience (performance, behaviors, actions), How students change their feelings about abilities or intentions to continue in science based on a learning experience (efficacy, interest, motivation), How students differ based on how something is taught (student versus faculty-centered learning)