Getting the Most Out of Dual-Listed Courses: Involving Undergraduate Students in Discussion Through Active Learning Techniques

Abstract

Because of institutional resource constraints, dual-listed courses will persist in most universities’ programs of study. The pedagogical differences between undergraduate and graduate STEM student groups and the underlying distinction in intellectual development levels between the two student groups complicate the inclusion of undergraduates in dual-listed courses. Active learning techniques are a possible remedy to the hardships undergraduate students experience in graduate-level courses. Through an analysis of both undergraduate and graduate student experiences while enrolled in a dual-listed course, the authors implemented a variety of learning techniques used to complement the learning of both student groups and enhance deep discussion. This manuscript provides readers with details concerning the implementation of four active learning techniques used to help undergraduate students critically discuss primary literature. On the basis of undergraduate and graduate student perceptions and experiences, the authors suggest techniques to enhance the quality of dual-listed courses and provide an outline for easing the transition of these techniques into any science classroom. Getting the Most Out of Dual-Listed Courses: Involving Undergraduate Students in Discussion Through Active Learning Techniques