slide1 n.
Download
Skip this Video
Download Presentation
Course: Cell Biology of the Nucleus Advanced elective 4 credit course (juniors, seniors)

Loading in 2 Seconds...

play fullscreen
1 / 5

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


  • 51 Views
  • Uploaded on

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)

loader
I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.
capcha
Download Presentation

PowerPoint Slideshow about 'Course: Cell Biology of the Nucleus Advanced elective 4 credit course (juniors, seniors)' - kenyon-turner


Download Now 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.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript
slide1

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.

slide2

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
slide3

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?

slide4

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)
slide5

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)