Session Type

Presentation

Start Date

6-7-2011 1:15 PM

Keywords

seminars, research, integrated courses, capstone experience

Primary Threads

Teaching and Learning Science

Abstract

Advanced seminar research courses in sciences provide students with valuable capstone experiences. They impart opportunities to develop practical skills required for entry into scientific careers. While course objectives and learning outcomes may vary across disciplines, educational programs, departments, and institutions, seminar courses encourage students to hone professional competencies for research investigations, scientific literacy, communication, and critical thinking. Students demonstrate these skills via collaborative discussions, peer evaluation, and formulation of integrative reports. Designing and assessing the effectiveness of such courses involves the feedback from students, faculty, and administration. In this session, presenters will discuss two models which are implemented in different academic settings to reveal strategies for the design, delivery, and evaluation of research seminar courses. The presenters will elaborate upon their respective seminar courses. Course outlines (syllabi), lesson planning, student activities, formative and summative assessments, rubrics, and administrative logistics will be discussed.


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Jul 6th, 1:15 PM

Designing Advanced Seminar Research Courses in Science

Advanced seminar research courses in sciences provide students with valuable capstone experiences. They impart opportunities to develop practical skills required for entry into scientific careers. While course objectives and learning outcomes may vary across disciplines, educational programs, departments, and institutions, seminar courses encourage students to hone professional competencies for research investigations, scientific literacy, communication, and critical thinking. Students demonstrate these skills via collaborative discussions, peer evaluation, and formulation of integrative reports. Designing and assessing the effectiveness of such courses involves the feedback from students, faculty, and administration. In this session, presenters will discuss two models which are implemented in different academic settings to reveal strategies for the design, delivery, and evaluation of research seminar courses. The presenters will elaborate upon their respective seminar courses. Course outlines (syllabi), lesson planning, student activities, formative and summative assessments, rubrics, and administrative logistics will be discussed.