Evans, H. G., Heyl, D. L., & Liggit, P. (2016). Team-Based Learning, Faculty Research, and Grant Writing Bring Significant Learning Experiences to an Undergraduate Biochemistry Laboratory Course. Journal of Chemical Education, 93(6), 1027–1033.
To foster student development as scientists in academia, this Biochemistry laboratory course employs an integrated course design that uses faculty research as a teaching tool, team-based learning, and a mini grant proposal as capstone project. The authors are a professor in the Department of Chemistry and staff in the Faculty Development Center at Eastern Michigan University, USA. A variety of practices are included, for example, discussion of academic success, peer-critique, presenting results to a scientific and non-scientific audience, and disseminating work through presentations and publications. Student evaluations analyzed over a 9-year period show the course was rated higher overall compared to similar laboratory courses in the program. Participation is crucial and this requires instructors striking the right balance between supporting students and encouraging independent learning. This is a well-documented example with sufficient detail of the learning template to facilitate transfer.