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Modular laboratory courses: An alternative to a traditional laboratory program
Author(s) -
Caprette David R.,
Armstrong Sarah,
Beason K. Beth
Publication year - 2005
Publication title -
biochemistry and molecular biology education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.34
H-Index - 39
eISSN - 1539-3429
pISSN - 1470-8175
DOI - 10.1002/bmb.2005.49403305351
Subject(s) - modular design , mathematics education , class (philosophy) , computer science , psychology , artificial intelligence , operating system
Our modular laboratory teaching program is characterized by two major features. First, each course is taught independently and not linked with a particular lecture course. Second, each course is designed to be completed within one‐half semester or less. The modular organization has allowed incorporation of the latest technology, reduction of class sizes, and a greater number of choices to permit students to pursue their own interests. Full‐time laboratory teaching personnel work together on the organization of the program as well as design and teach individual courses. The program has distinct and separate instructional goals, namely introduction, reinforcement, and advancement of fundamental scientific capacities. Such focus has facilitated efforts to coordinate laboratory courses within the biological sciences and among other departments in natural sciences and engineering, raising expectations as students progress through a program.