The fast evolution of multicore processors makes it difficult for professors to offer computer architecture courses with updated contents. To deal with this shortcoming that could discourage students, the most appropriate solution is a research-oriented course based on current microprocessor industry trends. Additionally, we also seek to improve the students' skills by applying active learning methodologies, where teachers act as guiders and resource providers while students take the responsibility for their learning. In this paper, we present the Advanced Multicore Architecture (AMA) course, which follows a research-oriented approach to introduce students in architectural breakthroughs and uses active learning methodologies to enable students to develop practical research skills such as critical analysis of research papers or communication abilities. To this end five main activities are used: i) lectures dealing with key theoretical concepts, ii) paper review & discussion, iii) research-oriented practical exercises, iv) lab sessions with a state-of-the-art multicore simulator, and v) paper presentation. An important part of all these activities is driven by active learning methodologies. Special emphasis is put on the practical side by allocating 40% of the time to labs and exercises. This work also includes an assessment study that analyzes both the course contents and the used methodology (both of them compared to other courses). 55 municator, are used to explain some theoretical concepts, but in other lessons, the student plays an active role, by reviewing research papers and participating in their discussion in the classroom, while the instructor chairs and moderates the students' 3 discussion. Research-based exercises refer to typical research problems that students will likely face after graduation. Lab sessions are performed with a state-of-the-art 60 multicore simulator used at academia and the industry. For illustrative purposes, we present some examples for each type of activity discussing the roles of the student and the teacher, as well as some excerpt of the provided material. The time devoted by instructors to lectures, exercises, and labs is about 60%, 15%, and 25%, respectively; apart from the paper presentation sessions. 65