Literature DB >> 29357270

The K-INBRE symposium: a 10-institution collaboration to improve undergraduate education.

Sarah E Velasquez1, K Abraham2, Tim G Burnett3, Bridgett Chapin4, William J Hendry5, Sam Leung6, Michael E Madden7, Virginia Rider8, John A Stanford9, Robert E Ward10, Stephen K Chapes11.   

Abstract

The Kansas-IDeA Network of Biomedical Research Excellence (K-INBRE) is an infrastructure-building program funded by the National Institute of General Medical Sciences. Undergraduate education, through undergraduate research, is a key component of the program. The K-INBRE network includes 10 higher education institutions in Kansas and northern Oklahoma, with over 1,000 student participants in 16 yr. Since 2003, the K-INBRE has held an annual state-wide research symposium that includes national and regional speakers and provides a forum for undergraduates to give platform and poster presentations. The symposium is well attended by K-INBRE participants and has grown to a size of over 300 participants per year from all 10 K-INBRE schools. Two surveys were distributed to students and mentors to assess the impact of the symposium on student learning. Surveys (153) were distributed to students who participated in K-INBRE from 2013 through 2015 with a 51% response rate. Mentors were surveyed with a response of 111 surveys out of 161. Survey results indicate that students and mentors alike find the symposium to be beneficial and enriching of the student experience. Almost 80% of student respondents indicated that their participation in the symposium fostered appreciation of research. In short, the K-INBRE symposium provides a unique opportunity for students to gain experience in collecting, preparing, and communicating research in a professional environment. The collaborative experience of the annual K-INBRE symposium, the impact it has on student learning, and how it has influenced the research culture at our 10 institutions will be described.

Entities:  

Keywords:  biomedical research; impact; symposium; undergraduate

Mesh:

Year:  2018        PMID: 29357270      PMCID: PMC5906789          DOI: 10.1152/advan.00093.2017

Source DB:  PubMed          Journal:  Adv Physiol Educ        ISSN: 1043-4046            Impact factor:   2.288


  8 in total

1.  The flipped classroom stimulates greater learning and is a modern 21st century approach to teaching today's undergraduates.

Authors:  C J Mortensen; A M Nicholson
Journal:  J Anim Sci       Date:  2015-07       Impact factor: 3.159

2.  Flip the classroom.

Authors:  Simon Li
Journal:  Educ Prim Care       Date:  2015-11

3.  Mentoring. Linking student interests to science curricula.

Authors:  Lauren A Denofrio; Brandy Russell; David Lopatto; Yi Lu
Journal:  Science       Date:  2007-12-21       Impact factor: 47.728

Review 4.  Education. Undergraduate research experiences: impacts and opportunities.

Authors:  Marcia C Linn; Erin Palmer; Anne Baranger; Elizabeth Gerard; Elisa Stone
Journal:  Science       Date:  2015-02-06       Impact factor: 47.728

5.  Why we are teaching science wrong, and how to make it right.

Authors:  M Mitchell Waldrop
Journal:  Nature       Date:  2015-07-16       Impact factor: 49.962

6.  Promoting undergraduate interest, preparedness, and professional pursuit in the sciences: An outcomes evaluation of the SURE program at Emory University.

Authors:  Benjamin Junge; Catherine Quiñones; Jakub Kakietek; Daniel Teodorescu; Pat Marsteller
Journal:  CBE Life Sci Educ       Date:  2010       Impact factor: 3.325

7.  Undergraduate research experiences support science career decisions and active learning.

Authors:  David Lopatto
Journal:  CBE Life Sci Educ       Date:  2007       Impact factor: 3.325

8.  Assessment of the Impact of the Kansas IDeA Network of Biomedical Research Excellence Program on Undergraduate Participation in Research.

Authors:  Stephen K Chapes; Sarah E Velasquez
Journal:  J Microbiol Biol Educ       Date:  2013-05-06
  8 in total
  1 in total

1.  NIH funding trends to US medical schools from 2009 to 2018.

Authors:  Paige Noble; Patrick Ten Eyck; Robert Roskoski; J Brooks Jackson
Journal:  PLoS One       Date:  2020-06-01       Impact factor: 3.240

  1 in total

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