The Lab as a Classroom

Advancing Faculty Research Through Undergraduate Experiential Education

Bibliographic Data

ID12377543
AuthorsBree Bang-Jensen (0000-0002-5076-3343, University of Pittsburgh, corresponding author), Bernadette Bresee, Sarah K Dreier (0000-0001-7075-691X, University of New Mexico), Ramin Farrokhi, Emily Kalah Gade (0000-0002-9061-7869, Emory University), Willa Jeffers, Marcella H Morris (Emory University), Charitra S Pabbaraju (0000-0001-7199-6683, University of Oxford), Kayla Salehian (0000-0002-7886-3258, Emory University), Ava Sharifi (0000-0001-8363-687X, Gonzaga University), Arica Schuett (0000-0002-8862-6934, Emory University), Chonlawit Sirikupt (0000-0001-5705-4761, University of Tübingen), Emily Thomas (0000-0003-2390-6932), Danielle Y Villa (0000-0002-5152-3835, United States Department of the Treasury), Danielle Villa
Year2023
Volume56
Issue4
Pages455-462
Publication date2023-03-23
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenuePS Political Science & Politics (JOURNAL)
Journal identifiersISSN: 1049-0965 • E-ISSN: 1537-5935
PublisherCambridge University Press (CUP) (PUBLISHER)
DOI10.1017/s1049096523000033
OpenAlexW4360619488
LanguageEN
References cited22

Both undergraduate students and faculty members face a challenging job market that requires innovative approaches to skill development and research products. Moreover, entrenched approaches to research and education reinforce traditional hierarchies, exclusionary norms, and exploitative practices. This article describes a lab-based pedagogical framework designed to support faculty research goals and student learning and, simultaneously, to attenuate patterns of historical exclusion. This approach leverages evidence-based best practices from experiential education, team-based workflows, an understanding of servant leadership, and “whole-person”–style mentorship models. We find that these tools advance faculty research goals (in terms of both quality and productivity), support student learning in ways beyond traditional undergraduate coursework, and disrupt patterns of historical exclusion. We provide qualitative evidence to support our model and discuss the hurdles and challenges still to be overcome

Coursework · Engineering ethics · Experiential learning · Medical education · Mentorship · Pedagogy · Undergraduate research · Biomedical and Engineering Education · Career Development and Diversity · Creativity in Education and Neuroscience · Engineering · Psychology

Tools

Open DOIOpen Access