CHED 1801 |
| Much current research indicates that graduate and undergraduate science education must be reformed to address our increasing global scientific challenges. Currently, graduate students are too narrowly focused and untrained for the educational challenges they will face, and undergraduate domestic students are leaving science classes in unprecedented numbers. Institutions may be able to improve both graduate student training and undergraduate student learning by building a relationship between the diverse educational agendas that divide them. The “Origins of ORDER” program at Emory was created to complement and bridge scholarly foci in a way that empowers students through interdisciplinary training at all levels of higher education. A team of graduate students from diverse disciplines develop active learning curriculum to convey their own research discoveries to first year students. Undergraduates witness the graduate students' research process, and learn to develop and answer their own scientific research questions from a multidisciplinary perspective. Our program evaluation indicates that a team-taught interdisciplinary course like Origins of ORDER builds on near-peer mentoring and captivates and empowers graduate students and undergraduates to excel at teaching and scientific research, respectfully. This robust program can be expanded in several different formats to benefit institutions across the United States and improve the academe's ability to meet global research needs. |
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Bringing Research to the Undergraduate Course Curriculum
8:00 AM-11:20 AM, Thursday, March 29, 2007 McCormick Place North -- Room N227B, Level 2, Oral
Division of Chemical Education |