Proposal Title
More thinking, less cookbook: redesigning an undergraduate immunology lab course
Session Type
Short and Tweet
Room
PAB 148
Start Date
9-7-2013 2:30 PM
Keywords
laboratory, curriculum design
Primary Threads
Curriculum
Abstract
The Department of Microbiology and Immunology at McGill University is in the process of redesigning a core immunology lab course for third year undergraduate student. This course currently uses traditional instructional strategies: didactic lectures and guided “cookbook” labs. We are redesigning this course so that it reflects modern scientific methodologies and evidence-based educational approaches. We have developed learning outcomes based on key competencies and content knowledge in our discipline, and are using these to guide the development of instructional strategies and assessments. The new lab course will feature a problem-based learning approach that will allow students to formulate their own hypothesis and design and carry out an experiment using the reagents at their disposal. The problems that will form the basis of student-designed experiments are being developed through an iterative process. We are soliciting feedback from an advisory group of undergraduate students throughout the phases of this project. Our short & tweet presentation will aim to 1) share our experience in redesigning an immunology lab course, 2) hear your experiences with problem- or inquiry-based lab courses and 3) generate ideas on approaches to redesign labs that actively engage students.
More thinking, less cookbook: redesigning an undergraduate immunology lab course
PAB 148
The Department of Microbiology and Immunology at McGill University is in the process of redesigning a core immunology lab course for third year undergraduate student. This course currently uses traditional instructional strategies: didactic lectures and guided “cookbook” labs. We are redesigning this course so that it reflects modern scientific methodologies and evidence-based educational approaches. We have developed learning outcomes based on key competencies and content knowledge in our discipline, and are using these to guide the development of instructional strategies and assessments. The new lab course will feature a problem-based learning approach that will allow students to formulate their own hypothesis and design and carry out an experiment using the reagents at their disposal. The problems that will form the basis of student-designed experiments are being developed through an iterative process. We are soliciting feedback from an advisory group of undergraduate students throughout the phases of this project. Our short & tweet presentation will aim to 1) share our experience in redesigning an immunology lab course, 2) hear your experiences with problem- or inquiry-based lab courses and 3) generate ideas on approaches to redesign labs that actively engage students.