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Design and Implementation of an Experiential Learning Workshop for Upper‐level Undergraduate Science Majors
Author(s) -
Connelly Sandra J.,
Johnson Rebecca,
Mills Jeffrey L.
Publication year - 2017
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.31.1_supplement.751.3
Subject(s) - experiential learning , curriculum , graduation (instrument) , critical thinking , instructional design , mathematics education , multidisciplinary approach , active learning (machine learning) , literacy , learning sciences , higher order thinking , science education , psychology , teaching method , engineering , pedagogy , computer science , sociology , mechanical engineering , social science , artificial intelligence , cognitively guided instruction
Historically, science courses designed for majors lack critical thinking, application of concepts beyond the field of study, and fall short of an interdisciplinary approach to learning and investigation. Instructors often struggle with implementing curricular designs for interdisciplinary students, even in light of obvious STEM educational reform efforts nationwide (e.g. “Science for All Americans,” “Benchmarks for Science Literacy,” and “Standards for Technological Literacy: Content for the Study of Technology”). Course redesigns that have centered on problem‐based learning for both majors and non‐majors are typically limited to single discipline classes and have reported moderate success, but are not without their shortcomings as well – specifically engagement of students in topics and the lack of multidisciplinary approaches. Our objective was to design an experiential learning course for biology and chemistry majors that aligns with graduation requirements and addresses some of the aforementioned shortcomings. The primary focus of this implementation was to assure that the course reflected the fundamental needs of science curricula: critical thinking, conceptual application, experiential learning, and interdisciplinary learning and investigation. Students worked in interdisciplinary groups to solve real world problems, including soil pollution remediation, algae as a source of biofuels, antibiotic resistance, and waste stream remediation for a local cidery. We have assessed the learning gains of the students using the “Student Assessment of their Learning Gains” (pre‐ and post‐course), weekly individual progress reviews, oral presentations of research proposals and final results, peer reviews of group work, ePortfolios, and evaluation of the course faculty by an in‐house Instructional Designer. Qualitative assessments of student professional and personal dynamics in the course have also been compiled and will be presented. We propose the development of similar courses in multiple overlapping disciplines to break down the silos of learning and better prepare students for their future endeavors. Support or Funding Information The course design and implementation presented is funded by a Provost's Learning Innovations Grant at Rochester Institute of Technology.