Inserting Authentic Research into Introductory Level Geology Courses Using a Research Cycle Framework

Incorporating authentic research into classes is an effective way to make undergraduate research more accessible and inclusive to a diverse array of students. Inserting authentic research into a class also allows students to encounter course content in an authentic setting, developing their higher-order thinking skills and improving learning outcomes. However, the idea of incorporating a full-fledged research project into a class can seem overwhelming, particularly if students in the class have had little prior exposure to the research process. The Center for Undergraduate Research at the University of Kansas has created a framework that breaks the necessarily messy process of research into a system of interconnected steps, creating a visual depiction of the research process. We use this model of the Research Cycle while working with faculty to help them scaffold their research projects across the semester, and to help them decide which aspects of research are really important for student learning in a particular course. This framework is especially powerful in introductory courses, as not only does it help an instructor introduce the material at an appropriate level, but it helps to bridge student learning across classes and experiences. Here we present this framework and discuss its application to an authentic research experience in an introductory paleontology class for non-majors.