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ERIC Number: EJ1126344
Record Type: Journal
Publication Date: 2016-Dec
Pages: 13
Abstractor: As Provided
ISSN: ISSN-1539-2422
Transformation of a Traditional, Freshman Biology, Three-Semester Sequence, to a Two-Semester, Integrated Thematically Organized, and Team-Taught Course
Soto, Julio G.; Everhart, Jerry
Bioscene: Journal of College Biology Teaching, v42 n2 p3-15 Dec 2016
Biology faculty at San José State University developed, piloted, implemented, and assessed a freshmen course sequence based on the macro-to micro-teaching approach that was team-taught, and organized around unifying themes. Content learning assessment drove the conceptual framework of our course sequence. Content student learning increased significantly in 12 of the categories examined using pre and post assessment instruments. Focus and individual student interviews revealed that students experienced a sense of ownership after completing two, five-week guided inquiry projects. Pass rate for the second semester class increased significantly from 55% to 85%. The percentage of underrepresented students passing the new sequence was higher than 72%, and was 86% at the end of the second year of full course sequence implementation.
Association of College and Biology Educators. Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: California (San Jose)
Grant or Contract Numbers: N/A