Transcript The Expression of Lipopolysaccharide-Induced Il

Integration of Research into Learning and Behavior:
An example of curriculum renewal
Susan J. Larson, Department of Psychology, Director of Undergraduate Research
Concordia College, Moorhead MN 56562
COURSE HISTORY
• Learning courses have a long history of including an animal
laboratory component.
• When I first began teaching, I adopted a lab experience similar
to what had already been in place at Concordia.
• This included animal training exercises that allowed students to
apply principles of learning and behavior, which the students
enjoyed a great deal.
• It did not include an opportunity for students to investigate
a current phenomena of interest to psychologists, to do a
thorough literature review, or to write a major
empirical paper.
• Over the years, because of my commitment to undergraduate
research and because of noted value of integrating
undergraduate research into the curriculum1 , I have developed
a more extensive research-based lab experience.
THE RESEARCH EXPERIENCE
ASSESSMENT PLAN
• The class works as a group to design an experiment that
must be a novel extension of previous work; however, it often
also replicates well-known findings.
• Students work in pairs to collect data; each pair gets one rat to
work with and care for. Data collection happens outside of
class time and the course has no designated lab time.
• Students collect data for three to five weeks. Professor
synthesizes data and discusses analysis with class.
• Students write an empirical report of findings using
progressive draft-revision cycle . Three versions turned in for
professor feedback and graded; one is peer reviewed.
Open-ended questions: Students were asked to comment in
general on their experiences with the lab and to articulate what
worked well and what changes they might recommend.
RESEARCH PROJECT GOALS
Students will
• Read, summarize and synthesize research articles.
• Formulate research questions, develop hypotheses, and
choose methodology to test hypotheses.
• Work with non‐human animals and increase their
awareness of ethical considerations in psychology
research.
• Collect and interpret data.
• Practice written communication skills by writing an
APA‐style research paper.
• Apply the principles of conditioning and behavioral
analysis.
Some of this information was previously presented at the CUR Biennial Meeting (June 2012) in a session titled: Course-embedded
undergraduate research in psychology.
Completed CURE: Lopatto’s Classroom Based Undergraduate
Research Experience survey.3 Response rate on this survey
was lower than for in-class administered measures and
outcomes differed based on semester.
STUDENT FEEDBACK AND ASSESSMENT
CURRENT COURSE STRUCTURE
• PSYC 318: Learning and Behavior fulfills the Behavior &
Cognition component of Psychology major requirements
and is taken by approximately 50% or our majors.
• Maximum course enrollment: 30; typical enrollment 17-22.
• The course includes a rat lab experience worth ~ 35% of
student’s final grade. Course content covers a basic
Learning textbook and the remainder of the grade comes
from exams and participation.
• Students assist with the design of the research project ,
collect data and write an empirical research paper
using a draft-revision cycle.
Self-reported responses to a series of statements (modified
URSSA survey questions2) answering: How much did you gain
as a result of this research experience? How confident are you
as a result of this research experience?
Many positive comments about the lab experience.
Students say it was fun, enjoyable, and a good
experience. Positives noted also include:
Sophomores:
n=8
• Valuable hands on experience
Juniors: n=15
• Opportunity to apply knowledge
Seniors: n=11
• Experience with writing
Challenges noted include:
• Scheduling (using of equipment, finding time
outside of class to collect data)
• Some students wished for more/clearer
instructions
• Time commitment, since there was no
designated lab time.
CURE SURVEY OUTCOMES
These four questions serve as an overall
assessment of the course. Note that the scale
is 1 (strongly disagree) to 5 (strongly agree).
The questions are on the post-course survey
only. Means are used to represent the data.
Mean  S. D.
Fall 2011: n=7
Spring 2012: n=9
This course was a good way of
learning about the subject
(sample average: 3.97)
Overall: 4.12
Fall 2011: 3.86
Spring 2012: 4.43
This course was a good way of
learning about the process of
scientific research
(sample average: 4.1)
This course had a positive effect on
my interest in science
(sample average: 3.72)
Overall: 3.97
Fall 2011: 4.29
Spring 2012: 4.67
I was able to ask questions in this
class and get helpful responses
(sample average: 4.23)
Overall: 4.62
Fall 2011: 4.71
Spring 2012: 4.56
Overall: 3.31
Fall 2011: 2.86
Spring 2012: 3.67
• Had taken
Psych
Methods:
n=13
• Enrolled in
Psych
Methods: n=5
• Had not
taken/not
enrolled in
Methods:
n=17
How much did you GAIN in the
following as result of your class-based
research experience?
Mean
 S. D.
Please rate your CONFIDENCE on
doing these tasks as a result of your
class-based research experience.
Mean  S. D.
Formulating research questions
3.54 .98
Understanding scientific literature
3.91 .74
Ability to understand and explain
research designs and methodology
3.91 .85
The use of the tools and instruments in this
area of study
3.68 .80
Analyzing data and interpreting results
3.37 1.11
Communicating (writing, presenting)
within your area of study
4.00 .84
Scientific Thinking (in general)
Formulating research questions
Understanding scientific literature
Ability to understand and explain
research designs and methodology
3.74 .85
3.60 .95
3.71 .86
3.8 .83
Proficiency in the use of the tools and
instruments in this area of study
Analyzing data and interpreting results
Scientific writing
Understanding research ethics
3.77 .97
Critical thinking
Problem solving
Applying knowledge
Independence
Tolerance for obstacles
3.74 .95
1: No gain
3.51 1.01
3.69 .96 5: Great gain
3.40 1.12
3.37 .97
3.25 1.03
3.94 .99
3.91 1.02
1: Not at all
confident
5: Very
confident
CHALLENGES AND REWARDS
This class is one of the most invigorating and exciting I teach and I highly recommend the
integration of authentic research experiences into similar lab courses. My enthusiasm for
integrating undergraduate research into the course is not dampened by the challenges.
• The research experience is only one component of the class making it difficult balancing
time committed to the lab versus other course material.
• All students do one project and spend a lot of time writing about it when many are not
personally invested in the project; this may impact the self-reported development of interest
in science (see CURE survey results).
• No designated lab section makes oversight of data collection difficult.
• Differences in level of preparation of the students, which most impacts the writing
component.
References:
1.
Karukstis, KK. & Elgren, T. eds. (2007) Developing and Sustaining a Research-Supportive Curriculum: A Compendium of Successful Practices. Washington, DC: Council on Undergraduate
Research.
2.
Laursen, S., Hunter, A-B., Seymour, E., Thiry, H., & Melton, G. (2010). Undergraduate Research in the Sciences: Engaging students in real science. San Francisco, CA: Jossey-Bass
3.
Lopatto, D. (2009) Science in Solution: the Impact of Undergraduate Research on Student Learning. Tucson, AZ: Research Corporation for Science Advancement.