Exploration and Practice of Graduate Courses Based on Deep Engagement Model: a Case Study of the “Plant Cell Biology” Course

Due to the flexibility, cutting-edge nature, and specialism of graduate courses, there aren’t any cohesive standards for teaching to refer to. Therefore, improving the quality of graduate courses is a major concern for front-line faculty. Using the Plant Cell Biology course for master’s students in botany as an example, this study investigates and implements reforms in graduate course teaching to enhance the caliber and efficacy of graduate instruction. This course takes into account the real demands for research skills and uses an intense participation mode that integrates modules for reading, teaching, and writing. It includes several processes such as peer evaluations and discussions on cutting-edge research. This deep participation strategy offers multifaceted instruction in scientific research skills and capabilities while guaranteeing the teaching of essential fundamental topics and has been well-received by students. Because of its high operability, this strategy serves as a potential model for future enhancements in graduate teaching across related fields.

CSTR: 32200.14.cjcb.2024.07.0014