Workshop Format Increases Scientific Knowledge, Skills, and Interest when Implemented in an Introductory Biology Course that Attracts and Retains Underrepresented Minorities

Abstract

Human Biology, an introductory biology course for majors and non‐majors, taught in a workshop format, integrates hands‐on laboratory activities, group work, discussion, and lecture to teach core biological principles and skills in critical thinking and communication. Human Biology attracts students that identify themselves as underrepresented minorities (URM) at a proportion greater than that observed college‐wide (24 ± 4% vs. 13 ± 2%), and overall student retention in the course is ~94%. To determine student gains in core biological concepts and competency in critical thinking and communication skills, students that were enrolled in four sections of Human Biology self‐assessed their knowledge and skills. Students were surveyed prior to (pretest, n = 63) and after (posttest, n = 75) the semester‐long course. There was a significant increase (P ≤ 0.05) in self‐reported conceptual understanding of biological knowledge and critical thinking and communication skills. When asked how the format of the course assisted in their learning, 80% of posttest respondents indicated “a lot” or “a great deal.” Posttest respondents also indicated that work in this course resulted in “great” gains in interest in taking additional science courses and majoring in a science‐related field. Therefore, Human Biology, a course that attracts and retains URM, increases student‐perceived knowledge, skills, and interest in science.