PILOTing Undergraduate Students to Hands-On Teaching and Research Skills

Undergraduate research can make a positive impact on science education. Unfortunately, the one student-one mentor paradigm of undergraduate research generates a wide range of variability in the student’s experience and further limits its availability to a select few students. In contrast, a single f...

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Autores principales: Robert A. Borgon, Nicole Verity, Ken Teter
Formato: article
Lenguaje:EN
Publicado: American Society for Microbiology 2013
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Acceso en línea:https://doaj.org/article/13b9c04640c6434c8d95d4ce899fc04d
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spelling oai:doaj.org-article:13b9c04640c6434c8d95d4ce899fc04d2021-11-15T15:03:50ZPILOTing Undergraduate Students to Hands-On Teaching and Research Skills10.1128/jmbe.v14i1.4741935-78851935-7877https://doaj.org/article/13b9c04640c6434c8d95d4ce899fc04d2013-01-01T00:00:00Zhttps://journals.asm.org/doi/10.1128/jmbe.v14i1.474https://doaj.org/toc/1935-7877https://doaj.org/toc/1935-7885Undergraduate research can make a positive impact on science education. Unfortunately, the one student-one mentor paradigm of undergraduate research generates a wide range of variability in the student’s experience and further limits its availability to a select few students. In contrast, a single faculty member can offer multiple undergraduate teaching positions that provide a consistent experience for the student. We attempted to combine the undergraduate research and teaching experiences in an internship practicum called Peer Instruction and Laboratory Occupational Training (PILOT). Students enrolled in PILOT served as teaching assistants for the upper division Quantitative Biological Methods (QBM) laboratory course. In addition, PILOT students worked on an independent lab project that provided them with hands-on training and supported the QBM course. The development of presentation and teaching skills was also emphasized in PILOT. These activities were designed to improve student communication skills, lab skills, and knowledge of molecular biology content. Here, we describe the PILOT curriculum and report the results of an anonymous assessment survey administered to 75 students who had completed PILOT in the previous five semesters. Our data indicate that PILOT provides an effective format to expand undergraduate opportunities for research and teaching experiences.Robert A. BorgonNicole VerityKen TeterAmerican Society for MicrobiologyarticleSpecial aspects of educationLC8-6691Biology (General)QH301-705.5ENJournal of Microbiology & Biology Education, Vol 14, Iss 1, Pp 35-46 (2013)
institution DOAJ
collection DOAJ
language EN
topic Special aspects of education
LC8-6691
Biology (General)
QH301-705.5
spellingShingle Special aspects of education
LC8-6691
Biology (General)
QH301-705.5
Robert A. Borgon
Nicole Verity
Ken Teter
PILOTing Undergraduate Students to Hands-On Teaching and Research Skills
description Undergraduate research can make a positive impact on science education. Unfortunately, the one student-one mentor paradigm of undergraduate research generates a wide range of variability in the student’s experience and further limits its availability to a select few students. In contrast, a single faculty member can offer multiple undergraduate teaching positions that provide a consistent experience for the student. We attempted to combine the undergraduate research and teaching experiences in an internship practicum called Peer Instruction and Laboratory Occupational Training (PILOT). Students enrolled in PILOT served as teaching assistants for the upper division Quantitative Biological Methods (QBM) laboratory course. In addition, PILOT students worked on an independent lab project that provided them with hands-on training and supported the QBM course. The development of presentation and teaching skills was also emphasized in PILOT. These activities were designed to improve student communication skills, lab skills, and knowledge of molecular biology content. Here, we describe the PILOT curriculum and report the results of an anonymous assessment survey administered to 75 students who had completed PILOT in the previous five semesters. Our data indicate that PILOT provides an effective format to expand undergraduate opportunities for research and teaching experiences.
format article
author Robert A. Borgon
Nicole Verity
Ken Teter
author_facet Robert A. Borgon
Nicole Verity
Ken Teter
author_sort Robert A. Borgon
title PILOTing Undergraduate Students to Hands-On Teaching and Research Skills
title_short PILOTing Undergraduate Students to Hands-On Teaching and Research Skills
title_full PILOTing Undergraduate Students to Hands-On Teaching and Research Skills
title_fullStr PILOTing Undergraduate Students to Hands-On Teaching and Research Skills
title_full_unstemmed PILOTing Undergraduate Students to Hands-On Teaching and Research Skills
title_sort piloting undergraduate students to hands-on teaching and research skills
publisher American Society for Microbiology
publishDate 2013
url https://doaj.org/article/13b9c04640c6434c8d95d4ce899fc04d
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AT kenteter pilotingundergraduatestudentstohandsonteachingandresearchskills
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