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Redesigning a large-enrollment introductory biology course.

Ueckert C, Adams A, Lock J - CBE Life Sci Educ (2011)

Bottom Line: 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.

View Article: PubMed Central - PubMed

Affiliation: Department of Biological Sciences, Northern Arizona University, Flagstaff, AZ 86011, USA. Catherine.ueckert@nau.edu

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.

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Essential learning expectations for BIO 181.
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Related In: Results  -  Collection


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Figure 1: Essential learning expectations for BIO 181.

Mentions: This discussion led to an organizational concept of the content for BIO 181. Three key organizing concepts to the study of BIO 181 emerged: self-organization, self-maintenance, and self-replication of cells (Figure 1). Crosscutting these three learning goals were the overarching goals of “science as a way of knowing” and the interrelated concepts of relevance, application, and problem solving. It was upon this model that the table of specifications for BIO 181 (Table 2) was developed.


Redesigning a large-enrollment introductory biology course.

Ueckert C, Adams A, Lock J - CBE Life Sci Educ (2011)

Essential learning expectations for BIO 181.
© Copyright Policy - creative-commons
Related In: Results  -  Collection

Show All Figures
getmorefigures.php?uid=PMC3105923&req=5

Figure 1: Essential learning expectations for BIO 181.
Mentions: This discussion led to an organizational concept of the content for BIO 181. Three key organizing concepts to the study of BIO 181 emerged: self-organization, self-maintenance, and self-replication of cells (Figure 1). Crosscutting these three learning goals were the overarching goals of “science as a way of knowing” and the interrelated concepts of relevance, application, and problem solving. It was upon this model that the table of specifications for BIO 181 (Table 2) was developed.

Bottom Line: 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.

View Article: PubMed Central - PubMed

Affiliation: Department of Biological Sciences, Northern Arizona University, Flagstaff, AZ 86011, USA. Catherine.ueckert@nau.edu

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.

Show MeSH