Entering Research is a two-semester seminar-style course designed by Janet L. Branchaw, Christine Pfund and Raelyn Rediske at the University of Wisconsin-Madison (http://www.ncbi.nlm.nih.gov/pubmed/20516356) to complement and support undergraduate students in independent research experiences. As a part of my broader impact goals with an NSF Graduate Research Fellowship, I have been implementing a version of this course for STEM undergraduates at the University of Arizona, offered through the Teaching Teams program.
Entering Research now has an official UA course listing: LASC 397 B (Fall) and LASC 397 C (Spring)!
So far we have had 21 students participate in the Entering Research Workshops at the UA!
LASC 397B (Fall): Students meet weekly, sharing their research experiences and learning about the roles, responsibilities and relationships that make for a successful research experience. Throughout the semester, students gained the skills to draft a small research proposal and presented it to the class.
LASC 397C (Spring): In this second course in the series, students focus on science communication, research ethics, science's role in society and research presentations. Students write a mini grant proposal for the final and present it to the class.
I encourage students interested in taking future offerings of this course to contact me (bramson (at) lpl.arizona.edu), click on the links below or check out the Entering Research page on the Teaching Teams website.
I encourage graduate students with a strong interest in learner-centered and experiential-based teaching strategies to contact me. Entering Research is a great way for graduate students to get additional teaching experience beyond what a TA position often offers: think less grading and lecturing and more discussion-leading and mentoring. In the last year, three additional graduate students have joined our team to lead sections of their own. I am working towards building up a cohort of graduate students within the UA that can serve as instructors and help with recruiting and growing the course. While we currently don't have money to offer like a TA for leading a section, we can provide instructor of record status to students who facilitate sections, participate in a seminar we offer on learning styles and learner-centered teaching and help us grow the program. Let me know if you would like to join our team!