22nd Annual ASM Conference for Undergraduate Educators (ASMCUE)

Abstract

Retention and performance in introductory biology classes is a challenge for many institutions, particularly at two-year schools. Active learning, practice, peer lead workshops and structure have all been shown to increase performance in these classes. A meta-analysis by Freeman et al. (2014) showed that science courses that incorporate active learning increase exam scores and the chance of passing the course. Arbruster et al. (2009) showed an increase in exam scores and student engagement in introductory biology courses specifically. Retrieval and practice have also been shown to increase learning (Karpicke and Blunt 2011, Freeman et al. 2007). In 2009, Ralph Preszler demonstrated that peer lead workshops increase student learning and engagement in introductory biology courses.In teaching past courses I used lecture combined with questioning of the entire class, sometimes with clickers sometimes using the traditional raised hand method, and case studies; however, students did not come to class prepared, leading to repetition of the basic material in the text during lecture and leaving little time for active learning exercises. This lead to a major reorganization of all my classes in the summer of 2013. The reorganized classes included Bio 101, a first semester biology course for nonmajors ranging from pre-nursing to business to art majors. Bio 101 covers basic chemistry, the cell, energy transfer, genetics, and evolution, and has a high drop rate, similar to other institutions. A modified Team Based Learning (TBL) format, with built-in increased active learning, recall, structure and peer lead work, was expected to give an increase in retention and exam scores in introductory biology courses. The modified team-learning method used combined TBL, as outlined in Michaelson et al. (2003), with various lecture lengths and application types. Teams were formed at the beginning of the semester and remained for the entire semester. Readiness assessment tests (RATs) were based on readings and other supplementary material provided on Blackboard. RATs were taken first individually (iRAT) then as a team (tRAT). RATs were evaluated for areas of confusion and followed by lecture on these topics. After lecture, various types of applications were implemented including case studies, problem sets, or discussion/acting. Four tests were given during each semester.Retention and average exam scores in introductory biology courses taught by the same instructor were compared between the 2012 and 2013 academic years. In 2012, lecture combined with moderate use of case studies and other types of active learning (clickers) were used. Two sections of Bio 101 were taught in the fall of 2012 and three sections in the spring of 2013, for a total of 170 students. The modified TBL approach was implemented in 2013 as described above. One section was taught in each semester of the 2013 academic year for a total of 42 students. Implementing the modified TBL format lead to a 10% decrease in student withdrawals from the course. The average final grade was 0.20 grade points higher after implementation. In addition there was a 14% increase in students passing the course (D or above) and a modest (6%) increase in students earning a C or higher. There was a small, but statistically significant increase in overall average exam scores and for exam one (t-test, p<0.05). However, this was not significant for the other three exams (t-test, p>0.05). These data support work that has been done in other introductory biology classrooms and demonstrate that the above changes in course format can benefit students enrolled in two-year institutions.ASM Curriculum Guideline Concept(s): Advancing STEM education and researchPedagogical Category(ies): Course design, Teaching approaches