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Sharing an Exemplary Element: Rotations Graduate
students in the biochemistry division take part in an organized lab
rotation program prior to selecting their thesis advisor. This rotation
program is a mandatory, core couse that allows students to participate
fully in lab activities, including handling an individual project,
contributing to group meetings and events, and presenting the results
of their work at the end of the rotation period. The insight obtained
into the inner-workings and personalities of several of their potential
research group choices helps students make informed decisions when
choosing an advisor to work with during their tenure in the department.
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Details of the Rotations Program Rotations
are required for first year biochemistry students. Each student does
three rotations for a period of approximately 10 weeks each, and a
research advisor is chosen in May, at the end of the third rotation.
Each rotation includes a reasonable project for the student, and is
followed up with a presentation that contributes to their grade for
this core course. The instructors in charge of the core biochemistry
class are responsible for implementing the rotation program.
Rotation Description
This is an excerpt from a document given as a guide to all first year
biochemistry students. It includes a brief description of the
Laboratory Rotation program, as presented to the first years.
Credit and Course Schedule
This
is a schedule of the yearly credits for a biochemistry student. This
schedule demonstrates that the lab rotations contribute to one credit
each semester during the first year.
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What educational purpose do these rotations serve? By
participating in several research groups, students are exposed to a
variety of research projects and develop relationships with several
faculty and graduate students who share their research interests. After
experiencing several labs first hand, students are able to make an
informed decision concerning which research lab they would like to
join.
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What data or evidence tells us that this works? The
intended effect of rotations is to expose students to multiple research
groups, better integrate them into the department and help them select
a thesis advisor. We
do not have any concrete evidence about whether these goals have been
met. It would be useful to compare incidences of students changing
groups in biochemistry with other divisions that do not offer
rotations.
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Reflection from faculty members "Students
in the Biochemistry Division carry out three 11-week research
laboratory rotations during their first year of graduate school. The
first rotation must be in a laboratory in the Biochemistry Division.
Students can choose to perform their second and third rotations outside
of the Biochemistry Division, as well as outside of the department.
Students are given their free choice of rotations to the extent that
places are available, with conflicts resolved by a lottery system. The
rotations are intended to expose students to different laboratory
environments and allow them to assess their compatibility with faculty
advisors. We find the rotations to be critical for helping students
decide on a laboratory that best fits their research interests and
personalities." -Faculty Members Drs. Jim Goodrich, Art Pardi, and Deborah Wuttke
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Reflection from a student
Michael Latham, 1st year Biochemistry "I
believe that, as it was initially described to me, that laboratory
rotations were an integral part of my first year of graduate school in
the Department of Chemistry and Biochemistry at the University of
Colorado. Apart from teaching and course assignments, laboratory
rotations give the opportunity to sample the environments of at least
three different laboratories. During the rotation, you become a member
of the lab interacting with the principle investigator, other graduate
students and post-doctoral fellows. This interaction not only allows
you to get a feel for a lab, it also allows for the opportunity to meet
new people and get new perspectives on the graduate school experience.
In addition, during your rotation you are exposed to potential projects
and techniques you may use during your graduate career. All of these
experiences prove to be extremely beneficial when it is time to choose
a thesis advisor and the course of your research: you are more able to
make an informed decision that will guarantee a better fit and higher
chance of success throughout your graduate career."
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