Journal
CBE-LIFE SCIENCES EDUCATION
Volume 8, Issue 3, Pages 203-213Publisher
AMER SOC CELL BIOLOGY
DOI: 10.1187/cbe.09-03-0025
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Funding
- College Curriculum Renewal Project of Georgetown College
- Center for New Designs in Learning and Scholarship, Georgetown University
- Division Of Undergraduate Education
- Direct For Education and Human Resources [0736943] Funding Source: National Science Foundation
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We describe the development and implementation of an instructional design that focused on bringing multiple forms of active learning and student-centered pedagogies to a one-semester, undergraduate introductory biology course for both majors and nonmajors. Our course redesign consisted of three major elements: 1) reordering the presentation of the course content in an attempt to teach specific content within the context of broad conceptual themes, 2) incorporating active and problem-based learning into every lecture, and 3) adopting strategies to create a more student-centered learning environment. Assessment of our instructional design consisted of a student survey and comparison of final exam performance across 3 years-1 year before our course redesign was implemented ( 2006) and during two successive years of implementation ( 2007 and 2008). The course restructuring led to significant improvement of self-reported student engagement and satisfaction and increased academic performance. We discuss the successes and ongoing challenges of our course restructuring and consider issues relevant to institutional change.
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