Integrating active learning into a large introductory course: Preparing students for success in science

Abstract

Introductory biology courses offer an opportunity to cultivate student skills and attitudes early in their careers. Research indicates that student‐centered learning enhances interest, concept understanding, and science process skills. However, transitioning large courses with multiple sections away from lecture poses unique challenges. Many large courses occur in stadium‐seating classrooms and are taught by multiple instructors. Faculty, postdoctoral fellows, and graduate teaching assistants at Iowa State University have collaborated within a faculty learning community to design and implement active‐learning techniques for Biology 212, a large introductory course. Activities range from clicker questions to group projects, and vary across sections. To determine the most effective formats, we are comparing student outcomes in three areas; 1) content knowledge, 2) science process skills, and 3) attitudes towards biology. Ongoing assessments include previously validated concept inventories, science process skills tests, and attitudes towards biology surveys, as well as evaluations of current and future course performance. The data from Fall 2012 will give insight into which approaches are effective, straightforward to implement, and feasible within the constraints of a large lecture hall. This research is supported by the Howard Hughes Medical Institute.