CBE Life Sci Educ 2013 ;12(4):596-603

Department of Microbiology and Immunology, Tulane University, New Orleans, LA 70112-2699 Board on Life Sciences, National Academy of Sciences and National Research Council, Washington, DC 20001.

Numerous studies are demonstrating that engaging undergraduate students in original research can improve their achievement in the science, technology, engineering, and mathematics (STEM) fields and increase the likelihood that some of them will decide to pursue careers in these disciplines. Associated with this increased prominence of research in the undergraduate curriculum are greater expectations from funders, colleges, and universities that faculty mentors will help those students, along with their graduate students and postdoctoral fellows, develop an understanding and sense of personal and collective obligation for responsible conduct of science (RCS). This Feature describes an ongoing National Research Council (NRC) project and a recent report about educating faculty members in culturally diverse settings (Middle East/North Africa and Asia) to employ active-learning strategies to engage their students and colleagues deeply in issues related to RCS. The NRC report describes the first phase of this project, which took place in Aqaba and Amman, Jordan, in September 2012 and April 2013, respectively. Here we highlight the findings from that report and our subsequent experience with a similar interactive institute in Kuala Lumpur, Malaysia. Our work provides insights and perspectives for faculty members in the United States as they engage undergraduate and graduate students, as well as postdoctoral fellows, to help them better understand the intricacies of and connections among various components of RCS. Further, our experiences can provide insights for those who may wish to establish "train-the-trainer" programs at their home institutions.

CBE Life Sci Educ 2010 ;9(2):108-18

University of Wisconsin-Madison, 53706, USA.

Undergraduate research experiences have been shown to enhance the educational experience and retention of college students, especially those from underrepresented populations. However, many challenges still exist relative to building community among students navigating large institutions. We developed a novel course called Entering Research that creates a learning community to support beginning undergraduate researchers and is designed to parallel the Entering Mentoring course for graduate students, postdocs, and faculty serving as mentors of undergraduate researchers. Read More

JBI Database System Rev Implement Rep 2015 Jan;13(1):14-26

1 School of Nursing, University of Victoria, British Columbia, Canada2 Brock Loyalist Collaborative Nursing Program, Loyalist College, Ontario, Canada3 McPherson Library, University of Victoria, British Columbia, CanadaCenter conducting the reviewUniversity of Victoria and the Queens Joanna Briggs Collaboration.

Review Question/objective: The overall aim of this systematic review is to identify the appropriateness and meaningfulness of maternal-child simulation-based learning for undergraduate or pre-registration nursing students in educational settings to inform curriculum decision-making.1. What are the experiences of nursing or health professional students participating in undergraduate or pre-licensure maternal-child simulation-based learning in educational settings?2. Read More

J Prof Nurs 2003 Jan-Feb;19(1):22-31

MIRT Program, University of Illinois at Chicago College of Nursing, Global Health Leadership Office, Chicago, IL 60612-7350, USA.

In the current century, nurses, along with other health professionals, require preparation for their roles in international health. For faculty and students to practice and learn in this global community, they also will want to have added knowledge of economics, business, and public policy. To gain an immersion experience in global health, nursing faculty and students will need to spend time abroad collaborating with nursing colleagues in other countries. Read More

CBE Life Sci Educ 2015 Mar;14(1):ar9

*Department of Molecular, Cellular, and Developmental Biology, University of Colorado, Boulder, CO 80309.

Over the past several decades, numerous reports have been published advocating for changes to undergraduate science education. These national calls inspired the formation of the National Academies Summer Institutes on Undergraduate Education in Biology (SI), a group of regional workshops to help faculty members learn and implement interactive teaching methods. The SI curriculum promotes a pedagogical framework called Scientific Teaching (ST), which aims to bring the vitality of modern research into the classroom by engaging students in the scientific discovery process and using student data to inform the ongoing development of teaching methods. Read More