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Teaching undergraduate introductory biology in a workshop format results in high student retention and academic performance
Author(s) -
Johnson Kathryn Mercedes Stettler,
Fass Marion Field
Publication year - 2009
Publication title -
the faseb journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.709
H-Index - 277
eISSN - 1530-6860
pISSN - 0892-6638
DOI - 10.1096/fasebj.23.1_supplement.632.13
Subject(s) - mathematics education , critical thinking , theme (computing) , liberal arts education , medical education , psychology , computer science , higher education , medicine , political science , law , operating system
Structured around the theme of heart disease and diabetes, Human Biology, an introductory biology course in an undergraduate liberal arts environment, teaches enhanced critical thinking skills associated with the biological sciences. We have implemented a workshop format focused around hands‐on and discussion based learning. Using assigned text readings as background information, classes focus on the integration of group work, discussion, laboratory activities, and lecture. Student demographic included majors and non‐majors. Classes held in a specifically designed classroom meet for three‐110 min periods per week and are limited to 24 students. Two sections taught in the fall semester of 2008 had a student retention rate of greater than 90% and an average grade of 85 ± 10% at the midterm. Additional evaluation, using Student Assessment of their Learning Gains (SALG), of the workshop format is currently underway. Parameters of this evaluation include student perceived: 1) critical thinking skills, 2) knowledge of science content, and 3) ability to make real world applications, and 4) desire to take additional science work.