Insights from a Convocation: Integrating Discovery-Based Research into the Undergraduate Curriculum.

The National Academies of Sciences, Engineering, and Medicine organized a convocation in 2015 to explore and elucidate opportunities, barriers, and realities of course-based undergraduate research experiences, known as CUREs, as a potentially integral component of undergraduate science, technology, engineering, and mathematics education. This paper summarizes the convocation and resulting report.

Design principles for problem-driven learning laboratories in biomedical engineering education.

This article presents a translational model of curricular design in which findings from investigating learning in university BME research laboratories (in vivo sites) are translated into design principles for educational laboratories (in vitro sites). Using these principles, an undergraduate systems physiology lab class was redesigned and then evaluated in a comparative study. Learning outcomes in a control section that utilized a technique-driven approach were compared to those found in an experimental class that embraced a problem-driven approach.

Uncertain science and certain deadlines: CDC responses to the media during the anthrax attacks of 2001.

This paper presents a study in which communication personnel for the U.S. Centers for Disease Control and Prevention (CDC) provided first-hand accounts of the experience of responding to media inquiries during the 2001 anthrax attacks.