Ueckert, Catherine and Adams, Alison and Lock, Judith (2011) Redesigning a large-enrollment introductory biology course. CBE-Life Sciences Education, 10 (2). pp. 164-174. ISSN 1931-7913
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Abstract
Using an action research model, biology faculty examined, implemented, and evaluated learner-centered instructional strategies to reach the goal of increasing the level of student achievement in the introductory biology course BIO 181: Unity of Life I, which was characterized by both high enrollments and a high DFW rate. Outcomes included the creation and implementation of an assessment tool for biology content knowledge and attitudes, development and implementation of a common syllabus, modification of the course to include learner-centered instructional strategies, and the collection and analysis of data to evaluate the success of the modifications. The redesigned course resulted in greater student success, as measured by grades (reduced %DFW and increased %AB) as well as by achievement in the course assessment tool. In addition, the redesigned course led to increased student satisfaction and greater consistency among different sections. These findings have important implications for both students and institutions, as the significantly lower DFW rate means that fewer students have to retake the course.
| Item Type: | Article |
|---|---|
| Publisher’s Statement: | Published by American Society for Cell Biology: CBE-Life Sciences Education. |
| ID number or DOI: | 10.1187/cbe.10-10-0129 |
| Keywords: | Biology; class attendance; Curriculum; Education; Index Medicus; lecture; Performance; Physics; science; Students; teaching |
| Subjects: | L Education > LB Theory and practice of education > LB2361 Curriculum |
| NAU Depositing Author Academic Status: | Faculty/Staff |
| Department/Unit: | College of Engineering, Forestry, and Natural Science > Biological Sciences |
| Date Deposited: | 30 Sep 2015 23:11 |
| URI: | http://openknowledge.nau.edu/id/eprint/553 |
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