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Promoting Undergraduate Research in Science

Many students are interested in majoring in biology because they liked it in high school or because they have plans to attend medical school. But when majoring in science, discouragement can set in when faced with the daunting task of memorizing many facts, which are frequently forgotten once the course is over. Today's student often feels bored and/or intimidated by science. While classroom instruction pursues the goal of critical thinking, the actual performing of research is what requires co

Reginald Halaby
Many students are interested in majoring in biology because they liked it in high school or because they have plans to attend medical school. But when majoring in science, discouragement can set in when faced with the daunting task of memorizing many facts, which are frequently forgotten once the course is over. Today's student often feels bored and/or intimidated by science. While classroom instruction pursues the goal of critical thinking, the actual performing of research is what requires conscious attention to and practice in the process of critical inquiry.1 Students often miss out on the excitement and rich experiences that come with participating in undergraduate research. As faculty, we should encourage more students to be excited by science. Too often however, the underlying rubric of learning is an osmosis theory that assumes students cannot help but benefit from exposure to science.1 This is generally untrue, at least with...

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