Abstract
AbstractAs research‐based, active learning approaches become more common in biochemistry classrooms, the large lecture course remains the most challenging to transform. Here, we provide a case study demonstrating how process oriented guided inquiry learning (POGIL) can be implemented in a large class taught in a traditional lecture hall. Course structure and multiple strategies to support student learning and encourage engagement are described in detail. Therefore, this case study could act as a model for others wishing to transform their own courses from lecture to a more student‐centered format. Student feedback about the course format was overwhelmingly positive and preliminary assessment data demonstrated student learning gains in several important areas. BIOCHEMISTRY AND MOLECULAR BIOLOGY EDUCATION, 2012
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