Jennifer Rhode Ward|H. David Clarke|Jonathan L. Horton
Effects of a Research-Infused Botanical Curriculum on Undergraduates’ Content Knowledge, STEM Competencies, and Attitudes toward Plant Sciences
University of North Carolina at Asheville|University of North Carolina at Asheville|University of North Carolina at Asheville
response american association advancement sciences vision change undergraduate biology education initiative infused authentic plantbased research majors courses public liberal arts university faculty members designed financially sustainable pedagogical approach utilizing vertically integrated curricular modules based undergraduate researchers field laboratory projects goals 1 teach botanical concepts cells ecosystems 2 strengthen competencies statistical analysis scientific writing 3 pique plant science interest 4 allow undergraduates contribute genuine research series inquirycentered exercises mitigated potential faculty barriers adopting researchrich curricula facilitating teachingresearch balance gathering publishable scholarly data laboratory class periods student competencies assessed pre postcourse quizzes rubricgraded papers attitudes evaluated pre postcourse surveys revised curriculum increased students knowledge awareness plant science topics improved scientific writing enhanced statistical knowledge boosted interest conducting research 300 classroom students participated program data generated modules assessment allowed faculty students present 28 contributed talks posters publish three papers 4 yr future steps include analyzing effects repeated module exposure student learning creating regional consortium increase projects pedagogical impact