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Students conceptually understand techniques commonly used in scientific research/literature.

Students connect technical results with biological relevance.

Students apply knowledge of techniques in new contexts.

Students read primary literature and explain/interpret data, draw conclusions.

Students understand how scientists ask questions and design experiments.

Students work effectively in groups.

The activities for the students are clearly aligned with the learning goals. The contents of the fact sheet that will be prepared by student groups incorporate several of the content learning goals. Active learning is a primary component of our project, with student groups preparing materials (including an activity) to teach their peers about techniques. By having student groups research and design teaching materials, they have the opportunity to build off of their prior knowledge and work with peers from diverse backgrounds.

Our project fits well with the 5E model because we will engage the students in the activity by placing it in the context of the papers they are reading, allow them to explore information from literature, the internet, instructors, etc. to build their own understanding of the technique, and help them explain the technique to their classmates and correct any misconceptions that may arise. They will be asked to elaborate on their new knowledge by applying their understanding of the techniques to data analysis and experimental design in a variety of contexts and evaluated on their ability to do so.

Students with diverse backgrounds and viewpoints will collaborate to complete the group project. They will construct their own understanding of the techniques using literature and instructors as resources, and the group activity will require them to take responsibility for their own learning. We will offer suggestions for a variety of activities that the groups could plan for their class, and it is our hope that their choices will be diverse and reflect the variety of learning styles present in the class.

Having the students research the techniques themselves will help them develop skills to find information about techniques they may encounter in other scientific papers outside class. Students will need to develop a complete understanding of their technique in order to teach it to their classmates. Having the groups present their findings by designing an activity will allow them to be creative and will engage the students who participate in that activity as well as those presenting. Additionally, students will be more likely to pay attention to and participate in an activity designed by their peers.

Using technique-based questions on quizzes and worksheets throughout the semester will provide feedback to students and instructors about the effectiveness of the project. The students will be asked to apply what they learn about experimental techniques and data analysis in a variety of contexts, and their level of understanding will be clear from their answers. The progress of the presenting groups will be assessed through contents of the information sheet and the activity they design in two stages, a rough draft and the final presentation. Feedback from the rough draft will allow the students to assess their own progress towards an understanding of the technique. Assessment for the entire class will be possible through the participation in the in-class activity.