1 / 5

Course: Cell Biology of the Nucleus Advanced elective 4 credit course (juniors, seniors)

Course: Cell Biology of the Nucleus Advanced elective 4 credit course (juniors, seniors) Lecture/lab (1.5 hr. lecture, 1.5 hr lecture/ 3 hr lab) Format: Lecture: One ‘traditional’ lecture, one article discussion section/week. Article discussions (Hoskins et al., 2007)

kenyon-turner
Télécharger la présentation

Course: Cell Biology of the Nucleus Advanced elective 4 credit course (juniors, seniors)

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Course: Cell Biology of the Nucleus Advanced elective 4 credit course (juniors, seniors) Lecture/lab (1.5 hr. lecture, 1.5 hr lecture/ 3 hr lab) Format: Lecture: One ‘traditional’ lecture, one article discussion section/week. Article discussions (Hoskins et al., 2007) Lab: Weeks 1-5: students learn techniques and procedures, receive preliminary data from my research, propose their own ‘next questions’ to investigate, draft experimental approach. Weeks 6-14: Pursue questions. Fluid format.

  2. Course goal(s): For students to learn to think critically and to developmore sophisticated thinking (‘think like a scientist’). • I have observed that by the end of the course, students: • pose more refined scientific questions • identify and point out flaws in experimental design and • data • are better at proposing ‘next experiments’ • are more confident when talking about experimental • design • Expert vs. novice attitudes

  3. Challenge: Students without prior lab experience do not think like experts when analyzing scientific data (or when thinking about Biology) Question (‘What is?’): Can a research-intensive, inquiry-based course promote synthesis and evaluation skills in students?

  4. Why is this question interesting? • Shift in the past decade towards teaching science like • it’s practiced (NRC, 1997; NRC, 2003; Handelsman et al., 2004) • Need for more undergraduates to pursue graduate • studies in Biology • So… • Need to know if this method of instruction is effective, if • it motivates students to attend grad school (not novel) • Do research-intensive courses lead students to behave/ • think like scientists? (novel)

  5. Research design/data collection (one semester) Formative: Problem-solving questions testing synthesis and evaluation skills at beginning, middle, end of semester. Rubric, Bloom’s Pre/post: Paper critique: one paragraph. Summarize the paper, find one experimental flaw, suggest a ‘next experiment’. Rubric, Bloom’s CLASS (Colorado Learning Attitudes about Science Survey) Possible: Student focus group, observations(pre/post)

More Related