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It Takes a Village to Make a Scientist: Reflections of a Faculty Learning Community
Journal of College Science Teaching
  • Cinzia Cervato, Iowa State University
  • William A. Gallus, Jr., Iowa State University
  • Michael Slade, University of Evansville
  • Steven Kawaler, Iowa State University
  • Massimo Marengo, Iowa State University
  • L. Keith Woo, Iowa State University
  • Barbara Minkema Krumhardt, Iowa State University
  • David Flory, Iowa State University
  • Michael P. Clough, Iowa State University
  • Alexis Ann Campbell, Iowa State University
  • Elizabeth L. Moss, Iowa State University
  • Martin Acerbo, Iowa State University
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Publication Version
Published Version
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Lab components of undergraduate science courses typically have students complete highly directed cookbook-like laboratory activities. These experiences rarely engage students in a meaningful manner and do not accurately convey what the work of science entails. With funding from the Howard Hughes Medical Institute (HHMI), we have created more authentic science research experiences in a variety of undergraduate science courses, including introductory courses. Achieving this among the diversity of freshmen and sophomore science courses—each typically serving hundreds of students on our campus—required careful planning and adaptation. This article describes the many challenges we faced in our effort to create more authentic undergraduate student research experiences and the significant progress we have made in making such experiences more common for our students. Improvements in first-year science, technology, engineering, and mathematics (STEM) retention over the last 2 years suggest that the experiences may be having a positive impact.

This article is from Journal of College Science Teaching 44 (2015): 28. Posted with permission.

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National Science Teachers Association
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Citation Information
Cinzia Cervato, William A. Gallus, Michael Slade, Steven Kawaler, et al.. "It Takes a Village to Make a Scientist: Reflections of a Faculty Learning Community" Journal of College Science Teaching Vol. 44 Iss. 3 (2015) p. 28 - 35
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