COVER ARTICLE in CBE-LSE: \u00a0\u00a0\u00a0 Through a multi-year, collaborative process, we developed, implemented, and peer-reviewed inquiry-based, integrated instructional units (I3Us) adaptable to a range of teaching settings, with a focus on both model and nonmodel systems. Each of the products is built on vetted design principles: 1) they have clear pedagogical objectives; 2) they are integrated with lessons taught in the lecture; 3) they are designed to integrate the learning of science content with learning about the process of science; and 4) they require student reflection and discussion. Eleven I3Us were designed and implemented as multi-week modules within the context of an existing biology course.<\/p>\n
Lois M. Banta, Erica J. Crespi, Ross H. Nehm, Jodi A. Schwarz, Susan Singer, Cathryn A. Manduca, <\/strong>and workshop participants. CBE\u2014Life Sciences Education, Vol. 11, 203\u2013208, Fall 2012<\/em><\/p>\n","protected":false},"excerpt":{"rendered":" COVER ARTICLE in CBE-LSE: \u00a0\u00a0\u00a0 Through a multi-year, collaborative process, we developed, implemented, and peer-reviewed inquiry-based, integrated instructional units (I3Us) adaptable to a range of teaching settings, with a focus on both model and nonmodel systems. Each of the products is built on vetted design principles: 1) they have clear pedagogical objectives; 2) they are … Continue reading Integrating Genomics Research throughout the Undergraduate Curriculum<\/span>
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