Combining Inquiry-Based and Team-Teaching Models to Design a Research-Driven, Cross-Disciplinary Laboratory Course
| Autor: | Timothy M. Dwyer, Jeremy R. Burkett |
|---|---|
| Rok vydání: | 2019 |
| Předmět: |
010405 organic chemistry
Cross disciplinary 05 social sciences Industry standard 050301 education Student engagement General Chemistry 01 natural sciences 0104 chemical sciences Education Variety (cybernetics) Course (navigation) Team teaching Undergraduate research Active learning ComputingMilieux_COMPUTERSANDEDUCATION Engineering ethics 0503 education |
| Zdroj: | Journal of Chemical Education. 96:660-667 |
| ISSN: | 1938-1328 0021-9584 |
| DOI: | 10.1021/acs.jchemed.8b00940 |
| Popis: | High-impact practices, and other pedagogical advancements, have been successfully used to deepen student engagement with courses over a wide variety of disciplines. Here, we describe the design, implementation, and assessment of a cross-disciplinary, inquiry-based lab course built on the proven success of these deeply engaging principles. This new course allowed students to complete novel research that drew upon both currently emerging molecular sensing techniques as well as long-standing, thoroughly understood cancer treatments. Students designed and tested their own analogues to an industry standard (cisplatin) and, using the data they collected, were able to draw substantive conclusions about the relative success of their attempts. We will also discuss some of the numerous benefits of offering a course like this as well as some of the drawbacks and limitations we encountered. In conclusion, we will also present the assessment of this course, both by the department and by the students themselves. |
| Databáze: | OpenAIRE |
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