biostudies-literatureDulai KSHoward Hughes Medical InstituteNIGMS NIH HHSar61https://www.ebi.ac.uk/biostudies/studies/S-EPMC9727617biostudies-literatureUnknown21(4)Student-centered pedagogies promote student learning in college science, technology, engineering, and mathematics (STEM) classrooms. However, transitioning to active learning from traditional lecturing may be challenging for both students and instructors. This case study presents the development, implementation, and assessment of a modified collaborative teaching (CT) and team-based learning (TBL) approach (CT plus TBL, or CT+) in an introductory biology course at a Minority-Serving Institution. A logic model was formulated depicting the various assessment practices with the culminating goal of improving the student learning experience. We analyzed qualitative and quantitative data based on students and instructors' behaviors and discourse, and student midsemester and end-of-semester surveCBE life sciences educationCollaborative Teaching plus (CT+): A Timely, Flexible, and Dynamic Course Design Implemented during Emergency Remote Teaching in an Introductory Biology Course.PMC9727617R01 GM132753GT11066Valencia APKranzfelder PSignorini APusey TSUrbina COviedo NJDulai KSfalseCollaborative Teaching plus (CT+): A Timely, Flexible, and Dynamic Course Design Implemented during Emergency Remote Teaching in an Introductory Biology Course.Student-centered pedagogies promote student learning in college science, technology, engineering, and mathematics (STEM) classrooms. However, transitioning to active learning from traditional lecturing may be challenging for both students and instructors. This case study presents the development, implementation, and assessment of a modified collaborative teaching (CT) and team-based learning (TBL) approach (CT plus TBL, or CT+) in an introductory biology course at a Minority-Serving Institution. A logic model was formulated depicting the various assessment practices with the culminating goal of improving the student learning experience. We analyzed qualitative and quantitative data based on students and instructors' behaviors and discourse, and student midsemester and end-of-semester surve2022-01-01T00:00:00Z2022 Dec2025-04-19T05:57:19.85Z2025-04-19T05:57:19.85ZS-EPMC97276173611261710.1187/cbe.21-08-0199