Teaching and Learning in First-Year Biology Courses not sequential - poor skill development Too much material covered at rapid pace Some students not challenged.

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Presentation transcript:

Teaching and Learning in First-Year Biology Courses not sequential - poor skill development Too much material covered at rapid pace Some students not challenged Not prepared for upper-level courses Cindy Graham, Bill Huddleston, Heather Addy Traditional First-Year Course Sequence

Two sequential courses focused on two key concepts Emphasize connections between key concepts Stress importance of building on previous knowledge Incorporate active learning into lectures Use authentic problems to challenge students, provide context for material, integrate lab and lecture Redesign Plan

Redesign Goals 1.Increase student engagement 2.Shift student activity away from memorization towards activities that promote discovery of information needed to solve problems 3.Increase retention of information within and between courses 4.Focus on problem-solving skills, research skills, how biologists ask & answer questions

Measures of Success - Research Design 1.Pre- and post-tests: a.Content knowledge (multiple choice and open response) b.Critical thinking skills c.Research skills (graphing, interpretation) 2.Semi-structured interviews: (10-12 students; twice/term) 3.Pre- and post-surveys: a.Study skills (metacognitive skills) (ASSIST survey) b.Motivations for university, course (part of LPQ) c.Experiences/Attitudes (ETLQ survey) d.High school grades (Registrar) e.Demographics 4.Post-post content/skills test: at beginning of first semester