Improved Student Learning through a Faculty Learning Community: How Faculty Collaboration Transformed a Large-Enrollment Course from Lecture to Student Centered
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The Department of Genetics, Development, and Cell Biology seeks to teach subcellular and cellular processes, genome dynamics, cell structure and function, and molecular mechanisms of development, in so doing offering a Major in Biology and a Major in Genetics.
History
The Department of Genetics, Development, and Cell Biology was founded in 2005.
Related Units
- College of Agriculture and Life Sciences (parent college)
- College of Liberal Arts and Sciences (parent college)
The Department of Ecology, Evolution, and Organismal Biology seeks to teach the studies of ecology (organisms and their environment), evolutionary theory (the origin and interrelationships of organisms), and organismal biology (the structure, function, and biodiversity of organisms). In doing this, it offers several majors which are codirected with other departments, including biology, genetics, and environmental sciences.
History
The Department of Ecology, Evolution, and Organismal Biology was founded in 2003 as a merger of the Department of Botany, the Department of Microbiology, and the Department of Zoology and Genetics.
Dates of Existence
2003–present
Related Units
- College of Agriculture and Life Sciences (parent college)
- College of Liberal Arts and Sciences (parent college)
- Department of Botany (predecessor, 2003)
- Department of Microbiology (predecessor, 2003)
- Department of Zoology and Genetics (predecessor, 2003)
The School of Education seeks to prepare students as educators to lead classrooms, schools, colleges, and professional development.
History
The School of Education was formed in 2012 from the merger of the Department of Curriculum and Instruction and the Department of Educational Leadership and Policy Studies.
Dates of Existence
2012-present
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- College of Human Sciences (parent college)
- Department of Curriculum and Instruction (predecessor)
- Department of Educational Leadership and Policy Studies (predecessor)
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Abstract
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.
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This article is from CBE—Life Sciences Education 15 (2016): ar22, doi:10.1187/cbe.14-07-0112. Posted with permission.