Combining Inquiry-Based and Team-Teaching Models to Design a Research-Driven, Cross-Disciplinary Laboratory Course
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Jeremy R. Burkett [1] ; Timothy M. Dwyer [1]
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[1] Stevenson University
Stevenson University
Estados Unidos
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- Localización: Journal of chemical education, ISSN 0021-9584, Vol. 96, Nº 4, 2019, págs. 660-667
- Idioma: inglés
- Texto completo no disponible (Saber más ...)
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Resumen
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.
