| Name | Institution | Course | Module | Research Structure |
|---|---|---|---|---|
| 2-Year Community Colleges | ||||
| Nitya Jacob | Oxford College (liberal arts intensive 2 year college) |
Intro Bio for majors | Arabia Mountain | Student-generated question and hypothesis, authentic research |
| Joanna Vondrasek | Piedmont Virginia Community College | Required research course for science majors | Semester-long independent research | Student-generated question |
| Non-majors Biology | Bean beetle labs | Semester-long, guided inquiry | ||
| Sophomore-level Cell Bio and Genetics courses | Fairly open-ended multi-week labs | |||
| Minority-serving Institutions | ||||
| Barbara J Abraham | Hampton University (HBCU) |
Intro Bio for majors | Analyses of chemistry and animals in soil samples | 3-4 weeks student-generated question, presentation and paper |
| Lawrence Blumer | Morehouse College (private liberal arts, HBCU) |
Freshman course | Howard Hughes Medical Institute Phage Hunters | Novel question |
| Intro lab for majors | Bean beetle guided-inquiry | Student-generated questions, experiment design | ||
| Liberal Arts Colleges | ||||
| Sibdas Ghosh | Dominican University of California (liberal arts college) |
Undergraduate Research Sequence, starting 2nd semester | Required scaffolded research courses | Research methodology |
| Lonnie Guralnick | Roger Williams University (public university) |
Intro Bio lab at Western Oregon | Ecology intro module for majors | Directed inquiry, term-long project |
| Pam Hanson | Birmingham-Southern College (liberal arts college) |
Upper level genetics, honors-level intro cell and molecular biology, impacts General Chemistry and Advanced Inorganic Chemistry | KP1019 Chemotherapy drug | Semester-long novel research project |
| Mary Miller | Rhodes College (liberal arts college) |
Intro Bio Sequence | Student-designed experiment, focus on scientific communication with 2-4 week modules | Guided inquiry, followed by student driven hypothesis and experimentation, then presentation |
| Gary Reiness | Lewis and Clark College | Introductory | Bio 141, 151, 200 | Student designed, inquiry-driven laboratories |
| Jen Rhode Ward | UNC-Asheville (public liberal arts university) |
Freshman and sophomore courses | Plant ecology, physiology, and genetics | Authentic research-based lab work |
| Kathy Winnett-Murray | Hope College (liberal arts college) |
Non-majors | Investigation of the impacts of invasive plant species in ecological communities | Month-long group research project, jigsaw approach |
| Comprehensive (Masters Granting) Institutions | ||||
| Judy Guinan | Radford University (comprehensive) |
Introductory majors | Guided inquiry, student-designed question and experimental design, analysis and presentation | |
| Larry Wimmers | Towson State University | Intro labs | Guided inquiry with student generated hypothesis and design | |
| Research (Doctoral Granting) Colleges | ||||
| Kristen Miller | University of Georgia (public university) |
Introductory Biology for majors | Student-designed experiments | |
| Craig Ogilvie | Iowa State University (public research university) |
Multiple courses, approximately 1000 students per year | 5-6 week research projects in 9 science lab courses across several disciplines | Involves learning communities of faculty and graduate student TAs |
| Elisabeth Schussler | University of Tennessee (public university) |
Second semester introductory biology for majors (cell biology) | Four 2-week guided laboratories | Guided inquiry based on research by UT faculty members |
| Rachelle Spell | Emory University (private research university) |
Majors intro labs | Yeast genome stability | Multi-week module with guided student-generated question |