A Vision and Change Reform of Introductory Biology Shifts Faculty Perceptions and Use of Active Learning.

ABSTRACT: Increasing faculty use of active-learning (AL) pedagogies in college classrooms is a persistent challenge in biology education. A large research-intensive university implemented changes to its biology majors' two-course introductory sequence as outlined by the Vision and Change in Undergraduate Biology Education final report. One goal of the curricular reform was to integrate core biological concepts and competencies into the courses using AL pedagogical approaches. The purpose of this study was to observe the instructional practices used by faculty (N = 10) throughout the 3-year process of reform to determine whether the use of AL strategies (including student collaboration) increased, given that it can maximize student learning gains. Instructors participated in yearly interviews to trac

SUBMITTER: Auerbach AJ 

PROVIDER: S-EPMC5749959 | biostudies-literature | 2017

REPOSITORIES: biostudies-literature