A Team-Based Approach to Course Development Involving Undergraduate Researchers
Year: 2018
Type: article
Abstract: Development of an undergraduate laboratory course can be a challenge, because of the need to balance both logistical and pedagogical considerations. We piloted a team-based approach to developing this type of course and found it to be advantageous as the development process was enhanced by the multiple perspectives and experiences of the team members. Specifically, two faculty members, two undergraduate students (student developers), and a laboratory manager comprised the team which developed an upper-level, advanced cell and molecular biology laboratory course. The involvement of the student developers, in particular, provided a mechanism for assessing the feasibility and effectiveness of course activities and material. The student developers tested and refined experimental modules, reviewed drafts of course materials, and participated in assessment of the first offering of the course. The student developers benefited from an intensive, in-depth bench experience and also a scholarship of teaching and learning (SoTL) research experience. Faculty came away from the process with a much better understanding of the likely capabilities of enrolled students with respect to the course modules. In a second iteration of the team-based approach, we tried modification of the team approach where the team was limited to just the course instructor and one student developer in the development of another laboratory course; however, this approach was less successful. We suggest that involving student developers in a team-based approach to course development can be beneficial for the faculty, the students, and the course itself.
Source: CourseSource
DOI: 10.24918/cs.2018.6
Institution: University of Wisconsin–Eau Claire
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W2891859596