Research-Based Laboratory Promotes Student-Learning Skills and Enhances Undergraduate Research Experience
Abstract
Research experience, at the undergraduate level, is important in understanding the scientific
process. However, employment and adaptation of research-based laboratory has been
challenging to apply in a large class setting as well as being effective in properly exposing
students to core concepts in genetics covered during the lecture. This paper describes how
analysis of the ctrA gene, which encodes a master cell-cycle transcriptional regulator for
bacterial cell-cycle regulation, was adapted and incorporated into the laboratory component of an
undergraduate Introductory Genetics course. A total of 159 students participated in this project
over a three-semester period, and was carried out with approval from the Institutional Review
Board. The test-instrument consisted of collaborative and critical thinking questions dealing with
core principles of genetics. Pre-test and post-test scores were compared to assess studentlearning
and overall effectiveness of the proposed curriculum in light of course objectives. The
results validate that the research based laboratory approaches not only broadens student-learning
skills their understanding of core concepts in genetics, but also provides the necessary technical
skills to carry out independent research projects.
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