Collaborative, Interdisciplinary and Student-Led Approaches in Undergraduate Research, Teaching, and Learning

Abstract

Over the past decade, education literature has extensively discussed collaborative, student-led, and interdisciplinary methodologies. Despite numerous studies on these aspects of education, concrete examples integrating all three elements are scarce. Chemistry and Art, a course developed at Brown University, addresses this gap by integrating all three methodologies into one practical educational setting. Utilizing the Karen T. Romer Undergraduate Teaching and Research Award (UTRA) Program, this student-centered course involves students as co-creators, enhancing the curriculum through their unique perspectives. Students also lead original research, the outcomes of which directly translate into teaching materials for the course. The course employs a case study method, traditionally used in professional schools, to engage students with real-life cases, fostering critical thinking and problem-solving skills. This method includes hands-on laboratory activities linked to lecture content, enriching the learning experience through active, student-led discovery and facilitated research. Taught by faculty from diverse disciplines, the Chemistry and Art course and its development demonstrate the positive impact of combining methodologies on student engagement and educational outcomes. Despite its success, methods used to create this course face challenges such as scalability in larger classes and resource limitations for studentled research. Future directions include developing comprehensive assessment tools, scaling activities for larger groups, and expanding interdisciplinary outreach. This adaptable model can be implemented in various undergraduate institutions, promoting student-led outcomes, collaboration, interdisciplinary learning, and effective integration of case studies into courses.