Approaches to student success in introductory biology
Location
Zoom Room 2
Start Date
31-3-2022 2:05 PM
End Date
31-3-2022 2:25 PM
Type of Presentation
Scholarly Work Presentation (15 minutes)
Proposal for Presentation
The Department of Biology has implemented several approaches to increase student success in the majors-level introductory biology course, BIOL165. First, a three-day program during freshman orientation week provided students with tips and skills for success, exposure to specific class content and opportunities to develop comradery, but it did not result in significant learning gains in the participants. Second, a team-based learning approach was developed to emphasize active learning and personal interactions in the classroom; this approach had limited success with students who entered with weak study skills. Finally, a supplemental study strategies class was offered to struggling students. Students self-reported implementation of and appreciation for selected study strategies. While the evaluation of impact on student learning was difficult to assess, each approach had unique aspects that targeted particular learning needs.
Approaches to student success in introductory biology
Zoom Room 2
The Department of Biology has implemented several approaches to increase student success in the majors-level introductory biology course, BIOL165. First, a three-day program during freshman orientation week provided students with tips and skills for success, exposure to specific class content and opportunities to develop comradery, but it did not result in significant learning gains in the participants. Second, a team-based learning approach was developed to emphasize active learning and personal interactions in the classroom; this approach had limited success with students who entered with weak study skills. Finally, a supplemental study strategies class was offered to struggling students. Students self-reported implementation of and appreciation for selected study strategies. While the evaluation of impact on student learning was difficult to assess, each approach had unique aspects that targeted particular learning needs.
Acknowledgments
An Andrews University Teaching and Learning Grant to PJL supported some of this work.