The College Science Learning Cycle: An Instructional Model for Reformed Teaching

Area of Science:

• STEM Education
• Higher Education Pedagogy

Background:

• Developing new teaching materials is a major barrier for instructors seeking to implement active learning.
• Faculty often struggle to convert traditional lecture content into engaging, student-centered activities.

Purpose of the Study:

• To introduce the College Science Learning Cycle, an adaptation of the Biological Sciences Curriculum Study 5E model.
• To provide STEM faculty with a structured approach for developing active, student-centered course materials efficiently.

Main Methods:

• The College Science Learning Cycle is adapted from the established 5E instructional model.
• It is integrated with backward design principles for outcome-oriented instructional planning.
• Resources and examples are provided to facilitate faculty adoption.

Main Results:

• The College Science Learning Cycle offers a framework for creating effective, active learning materials.
• The approach aims to reduce the time burden on faculty for course material development.
• It supports the transition to student-centered teaching methodologies in STEM classrooms.

Conclusions:

• The College Science Learning Cycle provides a practical solution for STEM faculty to develop engaging course materials.
• This model facilitates the adoption of active, student-centered teaching approaches by addressing time constraints.
• The integration with backward design ensures a focus on learning outcomes.