ERIC Number: EJ1108214
Record Type: Journal
Publication Date: 2016-Jun
Abstractor: As Provided
Improved Student Learning through a Faculty Learning Community: How Faculty Collaboration Transformed a Large-Enrollment Course from Lecture to Student Centered
Elliott, Emily R.; Reason, Robert D.; Coffman, Clark R.; Gangloff, Eric J.; Raker, Jeffrey R.; Powell-Coffman, Jo Anne; Ogilvie, Craig A.
CBE - Life Sciences Education, v15 n2 Article 22 Jun 2016
Undergraduate introductory biology courses are changing based on our growing understanding of how students learn and rapid scientific advancement in the biological sciences. At Iowa State University, faculty instructors are transforming a second-semester large-enrollment introductory biology course to include active learning within the lecture setting. To support this change, we set up a faculty learning community (FLC) in which instructors develop new pedagogies, adapt active-learning strategies to large courses, discuss challenges and progress, critique and revise classroom interventions, and share materials. We present data on how the collaborative work of the FLC led to increased implementation of active-learning strategies and a concurrent improvement in student learning. Interestingly, student learning gains correlate with the percentage of classroom time spent in active-learning modes. Furthermore, student attitudes toward learning biology are weakly positively correlated with these learning gains. At our institution, the FLC framework serves as an agent of iterative emergent change, resulting in the creation of a more student-centered course that better supports learning.
Descriptors: Undergraduate Students, College Faculty, Biology, Science Instruction, Communities of Practice, Faculty Development, Teacher Collaboration, Active Learning, Correlation, Achievement Gains, Student Attitudes, Student Centered Learning, Lecture Method, Comparative Analysis, Statistical Analysis, Surveys, Teacher Attitudes, Likert Scales, Audience Response Systems, Handheld Devices
American Society for Cell Biology. 8120 Woodmont Avenue Suite 750, Bethesda, MD 20814-2762. Tel: 301-347-9300; Fax: 301-347-9310; e-mail: firstname.lastname@example.org; Website: http://www.ascb.org
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A
Identifiers - Location: Iowa
Grant or Contract Numbers: N/A