Introductory biology courses: a framework to support active learning in large enrollment introductory science courses

Area of Science:

• Microbiology education
• Active learning strategies
• Undergraduate science pedagogy

Background:

• Active learning and research activities are common in specialized science courses.
• Implementing these methods in large introductory courses presents significant challenges.
• Traditional lecture/laboratory formats may not fully engage students in problem-solving and research skills.

Purpose of the Study:

• To design and implement an active learning model for a large enrollment general microbiology course.
• To integrate case studies, research skills, and web-based technology into the curriculum.
• To assess the feasibility and effectiveness of this model in an undergraduate setting.

Main Methods:

• Incorporation of three major case studies as platforms for active learning.
• Integration of case study themes into lectures, laboratory experiments, and discussions.
• Utilization of teaching teams (faculty, graduate, and undergraduate assistants) and web-based technology for course management and communication.

Main Results:

• Students demonstrated increased engagement in research-oriented activities.
• Students showed a greater appreciation for the real-world context of scientific concepts.
• The organizational framework, including teaching teams and technology, proved feasible for a large course.

Conclusions:

• The developed active learning model is effective for large introductory science courses.
• Integrating case studies and technology enhances student learning and engagement.
• This model provides a feasible framework for incorporating research skills into undergraduate science education.