We have designed a modified CURE course that allows institutes with multiple sessions of the same lab course and limited budgets to participate in inquiry-based experiential learning.
Instructional Methods, Course Redesign, Experiential Learning Mary R. Berger, TWU
Freshman are typically provided step-by-step experimental protocols to perform in lab courses, but the relatability of these experiments to the scientific method has been a challenge. To address this gap, we developed an engaging laboratory course that allows students to design and run their own experiments. Course-based undergraduate research experiences (CURE) is the gold standard for inquiry-based experimentation. However, successful CUREs generally require larger budgets and dedicated personnel. We have designed a modified CURE that allows institutes with multiple lab sessions and limited budgets to participate in inquiry-based experiential learning. This type of inquiry-based learning also promotes educational ownership and facilitates collaborations within the freshman population.
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HEAR IT FROM THE AUTHOR:
“Mary Berger (MB): Hello, my name is Mary Berger from Texas Women’s University.
Shazia Ahmed (SA): Shazia Ahmed, from Texas Women’s University, Biology Department.
MB: And we’re here to present our poster, titled Not Quite a CURE. So, we know that freshmen are
typically provided step-by-step protocols to perform in the lab. However, since the students aren’t
involved in the development of the protocols or the design of the experiments, they tend to lack
personal ownership of the experiment. This results in a disconnect for the students between the
relatability of the in-class experiment and the scientific method.
SA: Course-Based Undergraduate Research Experience (CURE) is the gold standard for inquiry-based
experimentation. However, successful CURES generally require large budgets and dedicated personnel.
To overcome these limitations, we have designed a modified CURE that allows institutes like ours with
multiple lab sections and limited budget to participate in inquiry-based learning. Our design offers
students multiple opportunities during the semester to design and perform experiments as teams by
implementing the scientific method and to troubleshoot and act like scientists.
MB: So, this type of inquiry-based learning promotes educational ownership. It also facilitates team-
building and a positive collaborative environment for our student population. All of these are desirable
and highly sought-after soft skills by employers all over the world. If you’re interested in our poster,
please feel free to stop by.
SA: See you there!”
1- Describe experimental and hands-on teaching in computer architecture
2- Explain the benefits of hands-on learning for a complex topic such as computer architecture.
3- Assess student success and summarize student attitudes and outcomes related to concept-understanding, self-learning, retention and teamwork.