Teaching Ethical, Experimental, and Quantitative (TEEQ) Biology through Problem‐Based Writing with Peer Review

Abstract

Teaching Ethical, Experimental, and Quantitative (TEEQ) Biology is a project to enhance undergraduate students' understanding of bioscience research and thereby foster development necessary for entrance into dynamic careers. The target for this project is Biology 131, a large‐enrollment lecture course on organismal biology that serves biology majors. TEEQ engages students in critical review of scientific research by using the Calibrated Peer Review (CPR) program to structure writing assignments about experimental methods and quantitative approaches in biology. CPR delivers reading background information and a writing assignment that is followed by anonymous peer‐ and self‐ review of the assignments. Student gains were measured both qualitatively and quantitatively. The students completed a Participant Perception Inventory (PPI) to survey their knowledge, experience, and confidence about ethical, experimental, and quantitative aspects of research. Results pointed the way for improving students' confidence in their abilities to understand a historical continuum of changing theories, views, and methodologies in biology. The project also opened opportunities for faculty to interact with students in a way that should lead to better retention of students in the major and to students who are better prepared to make decisions about bioscience research and careers.