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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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Bivariate fit of course score by attendance score.
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Related In: Results  -  Collection


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Figure 2: Bivariate fit of course score by attendance score.

Mentions: Use of the clickers also allows students’ attendance to be tracked and compared with their performance in the course. We found a direct correlation between class attendance and academic success (similar to other findings, e.g., Van Blerkom, 1992; Gunn, 1993; Moore et al., 2003; Newman-Ford et al., 2008). Students who attended class earned higher course grades than those who did not. The scatterplot (Figure 2) suggests a strong linear trend between attendance score and course score in BIO 181. The correlation coefficient between attendance score and course score is .86 (based on 132 students).


Redesigning a large-enrollment introductory biology course.

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

Bivariate fit of course score by attendance score.
© Copyright Policy - creative-commons
Related In: Results  -  Collection

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

Figure 2: Bivariate fit of course score by attendance score.
Mentions: Use of the clickers also allows students’ attendance to be tracked and compared with their performance in the course. We found a direct correlation between class attendance and academic success (similar to other findings, e.g., Van Blerkom, 1992; Gunn, 1993; Moore et al., 2003; Newman-Ford et al., 2008). Students who attended class earned higher course grades than those who did not. The scatterplot (Figure 2) suggests a strong linear trend between attendance score and course score in BIO 181. The correlation coefficient between attendance score and course score is .86 (based on 132 students).

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