Department of Molecular & Cell Biology, University of California, Merced, CA 95343.
Department of Biological Sciences, California State University, Stanislaus, Turlock, CA 95382.
CBE Life Sci Educ. 2022 Dec;21(4):ar61. doi: 10.1187/cbe.21-08-0199.
Student-centered pedagogies promote student learning in college science, technology, engineering, and mathematics (STEM) classrooms. However, transitioning to active learning from traditional lecturing may be challenging for both students and instructors. This case study presents the development, implementation, and assessment of a modified collaborative teaching (CT) and team-based learning (TBL) approach (CT plus TBL, or CT+) in an introductory biology course at a Minority-Serving Institution. A logic model was formulated depicting the various assessment practices with the culminating goal of improving the student learning experience. We analyzed qualitative and quantitative data based on students and instructors' behaviors and discourse, and student midsemester and end-of-semester surveys. Our findings revealed that the integration of multiple instructors allowed for knowledge exchange in blending complementary behaviors and discourse practices during class sessions. In addition, the frequent ongoing assessments and incorporation of student feedback informed the CT+ design during both in-person and emergency remote teaching. Furthermore, this course design could be easily adapted to a variety of STEM courses in higher education, including remote instruction.
以学生为中心的教学法促进了大学理工科课堂中学生的学习。然而，对于学生和教师来说，从传统的讲授式教学向主动学习转变可能具有挑战性。本案例研究介绍了在一所少数族裔服务机构的入门生物学课程中，对改良的合作教学（CT）和基于团队的学习（TBL）方法（CT 加 TBL，或 CT+）的开发、实施和评估。制定了一个逻辑模型，描述了各种评估实践，最终目标是改善学生的学习体验。我们根据学生和教师的行为和话语以及学生在学期中和学期末的调查，分析了定性和定量数据。我们的发现表明，多位教师的整合允许在课堂上融合互补的行为和话语实践时进行知识交流。此外，频繁的持续评估和纳入学生反馈信息在面对面教学和紧急远程教学期间为 CT+的设计提供了依据。此外，这种课程设计可以很容易地适应于高等教育中的各种 STEM 课程，包括远程教学。
