A Fully Integrated Undergraduate Introductory Biology and Chemistry Course with a Community-Based Focus II: Assessment of Course Effectiveness

Autor/inn/en	Pociask, Sarah; Weerapana, Akila; Taylor, Pamela; Radhakrishnan, Mala L.; Oakes, Elizabeth S. C.; Matthews, Adam G. W.; Elmore, Donald E.
Titel	A Fully Integrated Undergraduate Introductory Biology and Chemistry Course with a Community-Based Focus II: Assessment of Course Effectiveness
Quelle	In: Biochemistry and Molecular Biology Education, 49 (2021) 5, S.737-747 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Radhakrishnan, Mala L.) ORCID (Elmore, Donald E.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1470-8175
DOI	10.1002/bmb.21555
Schlagwörter	Undergraduate Students; Introductory Courses; Biochemistry; Cytology; College Science; Instructional Effectiveness; Cooperative Learning; Sense of Community; Mentors; Skill Development; Academic Persistence; Majors (Students); Massachusetts + Suchen Sie Ihr Suchwort? Einführungskurs; Biochemie; Zytologie; Unterrichtserfolg; Kooperatives Lernen; Kompetenzentwicklung; Qualifikationsentwicklung; Master-Studiengang
Abstract	In the Fall of 2016, we created an integrated introductory biology/chemistry course for first-semester students at Wellesley College. This course was designed to meaningfully integrate chemistry and molecular cell biology while also building community and fostering mentorship both inside and outside the classroom. Here, we describe the assessment of this integrated course through a combination of multivariate analyses of student transcript data and student focus group discussions. Our assessment found that the integrated course provided a strongly collaborative working environment for students that provided them with skills that promoted success in future courses. Along with a rigorous consideration of the interplay between biology and chemistry, these skills appeared to support positive longer-term student outcomes. In particular, we observed significant impacts on student persistence into and performance in intermediate and advanced courses. Students from the integrated course were also significantly more likely to declare a major in biochemistry than students who took one of the traditional introductory courses. In addition, our assessment also noted the importance of a cohesive instructional team and broad faculty participation in the success and sustainability of the course. [For "A Fully Integrated Undergraduate Introductory Biology and Chemistry Course with a Community-Based Focus I: Vision, Design, Implementation, and Development," see EJ1315292.] (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01