The Lab as a Classroom: Advancing Faculty Research Through Undergraduate Experiential Education

Abstract

ABSTRACT Both undergraduate students and faculty members face a challenging job market that requires innovative approaches to skill development and research products. Moreover, entrenched approaches to research and education reinforce traditional hierarchies, exclusionary norms, and exploitative practices. This article describes a lab-based pedagogical framework designed to support faculty research goals and student learning and, simultaneously, to attenuate patterns of historical exclusion. This approach leverages evidence-based best practices from experiential education, team-based workflows, an understanding of servant leadership, and “whole-person”–style mentorship models. We find that these tools advance faculty research goals (in terms of both quality and productivity), support student learning in ways beyond traditional undergraduate coursework, and disrupt patterns of historical exclusion. We provide qualitative evidence to support our model and discuss the hurdles and challenges still to be overcome.