Introductory biology courses: a framework to support active learning in large enrollment introductory science courses

Abstract

Active learning and research-oriented activities have been increasingly used in smaller, specialized science courses. Application of this type of scientific teaching to large enrollment introductory courses has been, however, a major challenge. The general microbiology lecture/laboratory course described has been designed to incorporate published active-learning methods. Three major case studies are used as platforms for active learning. Themes from case studies are integrated into lectures and laboratory experiments, and in class and online discussions and assignments. Students are stimulated to apply facts to problem-solving and to learn research skills such as data analysis, writing, and working in teams. This course is feasible only because of its organizational framework that makes use of teaching teams (made up of faculty, graduate assistants, and undergraduate assistants) and Web-based technology. Technology is a mode of communication, but also a system of course management. The relevance of this model to other biology courses led to assessment and evaluation, including an analysis of student responses to the new course, class performance, a university course evaluation, and retention of course learning. The results are indicative of an increase in student engagement in research-oriented activities and an appreciation of real-world context by students.

Figure 1

The Active Learning Course Framework (ALCF). Three learning environments—the lecture, the lab, and the online learning environment—provide the time and space to support the ALCF. The three environments are linked through the actions of the teaching team and the use of technology depicted in the diagram as small circles. The active-learning mission of the ALCF is represented as the center circle of the ALCF diagram. Within the ALCF, active learning is designed to engage students in activities valuable to a research scientist; these activities are in the first ring, growing from the central circle. To place the activities within a context, to provide meaning to the students, and to serve as a pedagogical link, the ALCF employs case studies and associated problems (which we refer to as PAK problems, for participation/applied knowledge problems). The animated version of Figure 1 shows how the course environments come together to support the active-learning mission of the ALCF, the connecting role of the teaching team and technology, as well as the role of various active-learning strategies: Just in Time Teaching (JITT; Marrs and Novak, 2004), Peer-Led Team Learning (PLTL; PLTL Workshop Project, 2004), techniques such as Think-Pair-Share (T-P-S; Allen and Tanner, 2002), Inquiry labs (Handelsman et al., 2004), and problem-based learning (PBL; Allen, 1996).