Meeting Abstract
The Department of Biology at Elmhurst College recently revised the introductory biology sequence for first-year students following the recommendations of Vision and Change in Undergraduate Biology Education (AAAS, 2011). To align our course learning outcomes with these recommendations, we adopted a new textbook, Integrating Concepts in Biology, designed based on the core concepts and competencies outlined in Vision and Change. The classroom in this course sequence is largely “flipped”, in which students complete in-depth learning objective homework before class, and spend class time analyzing the results of experiments connected to “Big Ideas” outlined in the textbook. In addition to a focus on scientific process, experimental design, and data analysis in the classroom, the laboratory component was transformed to include authentic research projects (Guenther et al. 2009). In this talk, I will discuss the structure of the course, as well as preliminary results of several assessments, including The Biology Concept Inventory (BCI), BIO-MAPS (designed to assess the core concepts and competencies of Vision and Change), and data indicating improved student outcomes and lower rates of students dropping, withdrawing or failing the courses. I will also share the successes and challenges encountered by both instructors and students in this course (especially in regards to achieving buy-in), as well as future directions.
