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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)

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

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  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)

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