Active Learning and Student-centered Pedagogy Improve Student Attitudes and Performance in Introductory Biology |
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| Authors: | Peter Armbruster Maya Patel Erika Johnson Martha Weiss |
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| Institution: | *Department of Biology, Georgetown University, Washington, DC 20057; and ;†Department of Education, Cornell University, Ithaca, NY 14853 |
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| Abstract: | We describe the development and implementation of an instructional design that focused on bringing multiple forms of active learning and student-centered pedagogies to a one-semester, undergraduate introductory biology course for both majors and nonmajors. Our course redesign consisted of three major elements: 1) reordering the presentation of the course content in an attempt to teach specific content within the context of broad conceptual themes, 2) incorporating active and problem-based learning into every lecture, and 3) adopting strategies to create a more student-centered learning environment. Assessment of our instructional design consisted of a student survey and comparison of final exam performance across 3 years—1 year before our course redesign was implemented (2006) and during two successive years of implementation (2007 and 2008). The course restructuring led to significant improvement of self-reported student engagement and satisfaction and increased academic performance. We discuss the successes and ongoing challenges of our course restructuring and consider issues relevant to institutional change. |
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