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Confronting the challenges of bringing research data into undergraduate classrooms using online faculty mentoring networks

By Arietta Fleming-Davies1, Gabriela Hamerlinck2, Alison N Hale3, Tom Langen4, Teresa Mourad5, Kristin Jenkins2, Sam S Donovan3

1. Radford University 2. BioQUEST Curriculum Consortium 3. University of Pittsburgh 4. Clarkson University 5. Ecological Society of America

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Abstract

This resource has been updated - find the current version here: https://qubeshub.org/publications/327

Using ecological research data in undergraduate courses has many potential benefits for student learning.  Students gain knowledge of ecological concepts, increased understanding of the scientific process, and meaningful opportunities to develop and practice quantitative skills (Langen et al. 2014). As ecological datasets continue to become larger and more complex, faculty may need additional support both to build their own skills and to teach effectively with research data. 

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Researchers should cite this work as follows:

  • Arietta Fleming-Davies; Gabriela Hamerlinck; Alison N Hale; Tom Langen; Teresa Mourad; Kristin Jenkins; Sam S Donovan (2016), "Confronting the challenges of bringing research data into undergraduate classrooms using online faculty mentoring networks," https://qubeshub.org/resources/933.

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