Abstract
Over the past five years, the author has noticed that students who take the Biotechnology (lecture/lab) first, do better in the Molecular Genetics course than those who do not. This is especially true for the part that explains the central dogma of DNA, Restriction Enzymes, PCR amplification, Gel electrophoresis and DNA sequencing. The author strongly believes that this is because those students who have not conducted hands on experiments cannot fully understand these complex concepts from a textbook alone. To provide her students with a better learning experience, the author changed her pedagogical strategy. She incorporated a DNA Barcoding lab, developed by Cold Spring Harbor (CSHL), in the Genetics course as an honors component. Her Biotechnology students will serve as mentors to Genetics students while being closely supervised. A detailed curriculum and assessment strategy was developed for the DNA Barcoding. Grades for students will be compared before and after the implementation of this project, along with pre and post surveys taken by the students. Student gains made will be discussed.
Author Information
Nidhi Gadura, Queensborough Community College, USA
Paper Information
Conference: NACE2014
Stream: Disciplines and interdisciplinary approaches
This paper is part of the NACE2014 Conference Proceedings (View)
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