The On Recent Discoveries by Emory Researchers (ORDER) Program

History and Description

In 2002, the Howard Hughes Medical Institute and Emory University pioneered a unique program called On Recent Discoveries by Emory Researchers (ORDER) to bridge the widening gap between graduate and undergraduate education by having graduate students and postdoctoral fellows teach about their research to undergraduate freshmen and seniors.

The semester-long ORDER courses are co-taught by teams of graduate students and postdoctoral fellows called teacher-scholars. Each teacher-scholar teaches a course module that focuses on some aspect of his or her research. They explain the origins of their discoveries and the different elements that build the research process within their respective disciplines. The freshman course is taught during the Fall semester, and the senior course is taught during the Spring semester.

An important objective of ORDER is to change the way science is taught to undergraduates, moving it away from the traditional lecture-based curriculum to a more research-oriented curriculum that actively involves students in posing questions and seeking solutions.

Publications and Presentations 

Yue Ding, Celeste Lee. Exploring effective strategies and learning outcomes for interdisciplinary studies: A case study of a research-based approach to interdisciplinary undergraduate education. International Society for Exploring Teaching and Learning conference, 2013. 

Zahra Piyar Ali. Can meditation enhance memory? Emory Magazine, Spring 2011. 

Makoto Mori. Research at the cellular level. Emory Magazine, Spring 2011. 

Gillian Hue, Jessica Sales, Dawn Comeau, David Lynn, Arri Eisen. The American science pipeline: Sustaining innovation in a time of economic crisis. CBE--Life Sciences Education, 9: 431-34.

Alaine Keebaugh, Lyndsey Darrow, David Tan, Heather Jamerson. Scaffolding the science: Problem based strategies for teaching interdisciplinary undergraduate research methods. International Journal of Teaching and Learning in Higher Eduation, 21(1): 118-126.

Jessica Sales, Dawn Comeau, Kathleen Liddle, Lisa Perrone, Katrina Palmer, David Lynn. Preparing future faculty: An interdisciplinary, undergraduate science course taught by graduate and postdoctoral teacher-scholars. Journal of College Science Teaching, 2007, 36(4): 24-30.

Toward institutional transformation. Ideas and Recommendations from HHMI Professors and Undergraduate Program Directors, 2006. 

Piotr Habdas, Eric Weeks, David Lynn. Squishy materials. The Physics Teacher, 2006, 44: 276-79.

Jessica Sales, Dawn Comeau, Kathleen Liddle, Nikki Khanna, Lisa Perrone, Katrina Palmer, David Lynn. Bridging the gap: A research-based approach to teaching interdisciplinary science to undergraduate freshman students. Journal of College Science Teaching, 2006, 35(6): 36-41.

David Lynn, Dawn Comeau. Strategies for effecting rapid translation of ongoing research in the curriculum. Integrating Research into Undergraduate Education: The Value Added, 2004.