Researcher Identity: Active Learning Pedagogy for STEM Learners

Undergraduate research experiences (UREs) are a known predictor of successful outcomes for STEM students, and are often essential technical and theoretical training opportunities. However, intrinsic and extrinsic barriers result in deterrents for engagement. To broaden the STEM workforce, it is necessary to lower barriers of entry to research fields and UREs. We have implemented an introductory, interdisciplinary research practices course for first-year students where they ideate and explore projects in their domains of interest. Students produce formal research proposals, present research posters, and reflect on their learning experience. Students gain skills in research and data literacy while networking with professionals on campus. This course provides a structured, active-learning experience for students to explore and reflect on development of knowledge in a variety of STEM fields.