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An Intensive Primary-Literature–based Teaching Program Directly Benefits Undergraduate Science Majors and Facilitates Their Transition to Doctoral Programs

Carol A. Kozeracki, Michael F. Carey, John Colicelli, and Marc Levis-Fitzgerald^*

*Office of Undergraduate Evaluation and Research, College of Letters and Science, University of California-Los Angeles; and Department of Biological Chemistry, UCLA Medical School, University of California-Los Angeles, Los Angeles, CA 90095

Monitoring Editor: Martha Grossel

Address correspondence to: Carol A. Kozeracki (kozeraca{at}piercecollege.edu)

UCLA's Howard Hughes Undergraduate Research Program (HHURP), a collaboration between the College of Letters and Science and the School of Medicine, trains a group of highly motivated undergraduates through mentored research enhanced by a rigorous seminar course. The course is centered on the presentation and critical analysis of scientific journal articles as well as the students' own research. This article describes the components and objectives of the HHURP and discusses the results of three program assessments: annual student evaluations, interviews with UCLA professors who served as research advisors for HHURP scholars, and a survey of program alumni. Students indicate that the program increased their ability to read and present primary scientific research and to present their own research and enhanced their research experience at UCLA. After graduating, they find their involvement in the HHURP helped them in securing admission to the graduate program of their choice and provided them with an advantage over their peers in the interactive seminars that are the foundation of graduate education. On the basis of the assessment of the program from 1998–1999 to 2004–2005, we conclude that an intensive literature-based training program increases student confidence and scientific literacy during their undergraduate years and facilitates their transition to postgraduate study.

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