Undergraduate Research
Undergraduate Research - Related Videos
09:13
Getting an A with the 3Cs: Chromosome Conformation Capture for Undergraduates
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2023
Here, we present an adaption of the chromosome conformation capture (3C) technique in detail with an emphasis on undergraduate involvement and learning.
10:17
Improving Student Outcomes with an Adaptable Molecular Cloning Course-Based Undergraduate Research Experience
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Cited by 2 •
2024
An adaptable Gibson Assembly molecular cloning module was employed in a course-based undergraduate research experience (CURE) format for molecular biology laboratory course students. Assessment of student learning outcomes showed improved understanding and confidence in molecular cloning after completion of the CURE, and novel plasmids were cloned for natural product biosynthesis...
14:13
Detecting Estrogenic Ligands in Personal Care Products using a Yeast Estrogen Screen Optimized for the Undergraduate Teaching Laboratory
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Cited by 1 •
2018
This article presents an optimized yeast estrogen screen for quantifying ligands in Personal Care Products (PCPs) that bind estrogen receptors alpha (ERα) and/or beta (ERβ). The method incorporates two colorimetric substrate options, a six-day refrigerated incubation for use in undergraduate courses, and statistical tools for data analysis.
09:48
Employing Pressurized Hot Water Extraction (PHWE) to Explore Natural Products Chemistry in the Undergraduate Laboratory
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Cited by 13 •
2018
Here, we employ a pressurized hot water extraction (PHWE) method, which utilizes an unmodified household espresso machine to introduce undergraduates to natural products chemistry in the laboratory. Two experiments are presented: PHWE of eugenol and acetyleugenol from cloves and PHWE of seselin and (+)-epoxysuberosin from the Australian plant Correa reflexa.
04:40
Demonstration of Membrane Transport of Histidine using Goat Intestinal Inverted Sacs: An Experiential Pedagogical Tool for Undergraduates
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2024
Here, we report an inexpensive and reproducible method demonstrating the membrane transport of histidine in a goat intestine. This process occurs by co-transporting histidine and sodium ions enabled by the sodium gradient across the enterocyte membrane. This method exploits experiential learning pedagogy to better understand solute movement across biological membranes.
FAQs
A hypothesis gives a biological project a focused claim that evidence can address. It helps students connect a research question with an appropriate approach, such as observation, experimentation, sampling, or analysis of biological data. Interpreting the results then requires students to evaluate how well the evidence supports the original idea rather than relying on expectation alone.
Mentorship supports the iterative nature of scientific investigation. As students encounter unexpected results or problems, guidance helps them refine questions, reconsider approaches, and evaluate evidence more critically. This relationship also connects practical research experience with broader skills in experimental design, quantitative reasoning, ethical practice, and scientific communication.
Projects may focus on whole organisms, cells, ecosystems, or health, so the biological scale can vary substantially while the reasoning process remains evidence-based. Students adapt their questions and methods to the system under study, gaining experience connecting biological observations or data with interpretations that are relevant to a particular area of biology.
A project generally moves from forming a scientific question or hypothesis to gathering evidence, interpreting results, and communicating conclusions. The investigation may use observation, experimentation, sampling, or biological data analysis. Because research is iterative, students can revisit earlier decisions as findings reveal new problems, limitations, or directions for further inquiry.
Evidence may come from direct observation, controlled experimentation, biological sampling, or analysis of existing biological data. The selected approach depends on the question and the kind of information needed to evaluate it. Working with these forms of evidence develops quantitative reasoning and helps students judge whether conclusions are supported by the results.
Research experience can prepare students for advanced study, scientific careers, and continued contributions to biology. Its value extends beyond a single project because students practice evaluating evidence, solving problems, communicating findings, and working within ethical expectations. Projects involving organisms, cells, ecosystems, or health can also help students explore different directions within the discipline.