Infopoints: Whisking research into the classroom

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Abstract
The marriage between research and teaching has been loving. Information from the laboratory is translated to the classroom to increase the wisdom of future generations. Conversely, students' questions sharpen our research. Disappointingly, the information flow from research to class is meandering. In one pathway, research results are re-written in books and then included in lectures. This is characteristic of undergraduate training. In a second route, faculties create their own lectures directly from the original articles, as in graduate teaching. Both approaches have worked well, but they are now ill equipped to handle the speed and quantity …

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