Active Learning outside the Classroom: Implementation and Outcomes of Peer-Led Team-Learning Workshops in Introductory Biology

Autor/inn/en	Kudish, Philip; Shores, Robin; McClung, Alex; Smulyan, Lisa; Vallen, Elizabeth A.; Siwicki, Kathleen K.
Titel	Active Learning outside the Classroom: Implementation and Outcomes of Peer-Led Team-Learning Workshops in Introductory Biology
Quelle	In: CBE - Life Sciences Education, 15 (2016) 3, Artikel 31 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1931-7913
DOI	10.1187/cbe.16-01-0051
Schlagwörter	Active Learning; Introductory Courses; Biology; Classroom Environment; Curriculum Implementation; Workshops; Teamwork; Disproportionate Representation; Peer Teaching; Cooperative Learning; Facilitators (Individuals); Problem Based Learning; Student Participation; Student Attitudes; Academic Achievement; Academic Persistence; Prerequisites; Program Effectiveness; College Students; Statistical Analysis; Student Surveys; STEM Education; Pennsylvania (Philadelphia) + Suchen Sie Ihr Suchwort? Aktives Lernen; Einführungskurs; Biologie; Klassenklima; Unterrichtsklima; Lernwerkstatt; Schulung; Peer group teaching; Peer Group Teaching; Kooperatives Lernen; Problem-based learning; Problemorientiertes Lernen; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Schülerverhalten; Schulleistung; Voraussetzung; Collegestudent; Statistische Analyse; Schülerbefragung; STEM
Abstract	Study group meetings (SGMs) are voluntary-attendance peer-led team-learning workshops that supplement introductory biology lectures at a selective liberal arts college. While supporting all students' engagement with lecture material, specific aims are to improve the success of underrepresented minority (URM) students and those with weaker backgrounds in biology. Peer leaders with experience in biology courses and training in science pedagogy facilitate work on faculty-generated challenge problems. During the eight semesters assessed in this study, URM students and those with less preparation attended SGMs with equal or greater frequency than their counterparts. Most agreed that SGMs enhanced their comprehension of biology and ability to articulate solutions. The historical grade gap between URM and non-URM students narrowed slightly in Biology 2, but not in other biology and science, technology, engineering, and mathematics courses. Nonetheless, URM students taking introductory biology after program implementation have graduated with biology majors or minors at the same rates as non-URM students, and have enrolled in postcollege degree programs at equal or greater rates. These results suggest that improved performance as measured by science grade point average may not be necessary to improve the persistence of students from underrepresented groups as life sciences majors. (As Provided).
Anmerkungen	American Society for Cell Biology. 8120 Woodmont Avenue Suite 750, Bethesda, MD 20814-2762. Tel: 301-347-9300; Fax: 301-347-9310; e-mail: ascbinfo@ascb.org; Website: http://www.ascb.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01