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Redesigning a large-enrollment introductory biology course

Redesigning a large-enrollment introductory biology course
Redesigning a large-enrollment introductory biology course
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.
164-174
Ueckert, Catherine
e35531da-cd8c-4f93-a34d-be4877909880
Adams, Alison
20d29f84-cbb8-49c6-be0d-540950abbe39
Lock, Judith
34e0dadc-1ebd-41ad-9b22-06d449f90686
Ueckert, Catherine
e35531da-cd8c-4f93-a34d-be4877909880
Adams, Alison
20d29f84-cbb8-49c6-be0d-540950abbe39
Lock, Judith
34e0dadc-1ebd-41ad-9b22-06d449f90686

Ueckert, Catherine, Adams, Alison and Lock, Judith (2011) Redesigning a large-enrollment introductory biology course. CBE Life Sciences Education, 10 (2), Summer Issue, 164-174. (doi:10.1187/cbe.10-10-0129). (PMID:21633065)

Record type: Article

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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Published date: 2011
Organisations: Centre for Biological Sciences

Identifiers

Local EPrints ID: 356204
URI: http://eprints.soton.ac.uk/id/eprint/356204
PURE UUID: 20a493bf-e1bf-47f0-8ca7-718e18a297b0

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Date deposited: 11 Sep 2013 13:21
Last modified: 08 Jan 2022 15:08

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Contributors

Author: Catherine Ueckert
Author: Alison Adams
Author: Judith Lock

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