C-I and Undergraduate Research Models

We learn at deeper levels through communication. Communication allows us to make connections with our own understanding or lack thereof about course content, as well as the experiences and perspectives of our peers. For example, an introductory biology course uses course-based undergraduate research (CURE) to engage students in the scientific process by partnering with faculty on actual research projects. The multi-section course is a learner-driven immersive science lab, with students communicating to learn by formulating testable hypotheses based on observations, conducting experiments and data analysis, exploring what connections they already have with course material, then presenting their findings during an end-of-the-semester symposium. The overarching goal of the lab is for students to develop an understanding of scientific research, while simultaneously honing their communication skills. A suite of lessons is included to target necessary skills, such as information literacy, how to write a scientific lab report, and methods for effectively designing and delivering a poster. Students are learning the processes of scientific research, the importance of communication skills for research, and developing the sense for best practices of research as well as experiencing the generative results of using communication tools to gain knowledge. 

And while this assignment is positioned in biology, each component of the project can be adapted to build experience in what it means to communicate in any discipline.