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Participating in scientific research as an undergraduate student provides an opportunity to increase understanding of how scientific knowledge is advanced, to learn new research tools, to develop the ability to critically analyze new ideas, and to practice disseminating scientific findings. This experience unfortunately has traditionally been limited to students that can participate in select programs (e.g., summer research experiences, undergraduate positions in a faculty member's research group, special topics courses, independent study, or internships). A new laboratory course has been developed to provide sophomore- level atmospheric science students with the opportunity to participate in an authentic research project within the structure of an academic semester. The course consists of two modules based upon research topics currently under investigation by faculty (here, specific problems in cloud microphysics and severe weather research). Students participate in learning activities, work as a research team, and formally present research findings. Phenomenological evaluation of the new course through interviews, surveys, and student performance assessments, using constant comparative analysis, suggests these students improve their ability to understand and perform authentic research. The students attribute their success to the “scaffolding” structure of the course, peer collaboration, and their own high level of enthusiasm. Results also imply that students gain some clarification of their career options.

Efforts to improve teaching in higher education have often focused on individual faculty. However, there is a growing consensus that the academic department is a more productive focus of change initiatives. Yet, academic departments are not all the same. Understanding the structure of relationships within a department is important for identifying who should be involved in the change effort and in what roles. It is also likely that a successful change effort will modify the structure of relationships within a department. This paper presents the preliminary results from a study of two academic departments at a research university. A social network for each department was constructed based on a web survey that asked faculty to identify colleagues with whom they had teaching-related conversations. We identify characteristics of the individuals and departments and describe how learning about this hidden structure can be beneficial to change agents.