A Mixed Methods Study Evaluating The Impact Of A Redesigned Biology Course On Students And Faculty
- ASU Author/Contributor (non-ASU co-authors, if there are any, appear on document)
- Jasmin D. Feimster (Creator)
- Institution
- Appalachian State University (ASU )
- Web Site: https://library.appstate.edu/
- Advisor
- Jennifer McGee
Abstract: Community colleges serve a diverse student population and enroll about half of all college matriculating students (Zeindenberg, 2008). Therefore, it is important that careful attention is given to the manner in which those students are taught and their unique learning needs. This study explores a course redesign effort in a non-majors biology course at South City Community College. With the support of a grant from the Bill and Melinda Gates Foundation, the Principles of Biology course (Bio-110) was redesigned using a backward course design framework (Wiggins & McTighe, 2005), a gaming simulation platform, BioBeyond, and supplemental Open Educational Resources (OER). Using a mixed methods approach, this study compared the performance of students who took Bio-110 in the redesigned and non-redesigned format to determine if the strategies implemented did lead to improved student outcomes. Additionally, this study analyzed if the Biology faculty’s pedagogy changed based on their experiences during the redesign process. The results indicated that students were more successful in the non-redesigned course in Spring 2017, and there was no significant difference in success between students who took the redesigned and non-redesigned course in the Fall 2017 or Spring 2018 semesters. Furthermore, students were more successful in the non-redesigned course taught by part-time faculty. Additionally, semi-structured interviews with Biology faculty members that participated in the course redesign were conducted. They revealed that their pedagogy did change after their experience, and four themes emerged that centered on curriculum alignment, learning outcomes, assessment, and use of technology in the classroom. Collectively, results from this study provided useful information for community college stakeholders regarding the impact of intentional redesign efforts on both students and faculty.
A Mixed Methods Study Evaluating The Impact Of A Redesigned Biology Course On Students And Faculty
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Created on 1/30/2024
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Additional Information
- Publication
- Dissertation
- Feimster, J. (2023). A Mixed Methods Study Evaluating The Impact Of A Redesigned Biology Course On Students And Faculty. Unpublished Doctoral Dissertation. Appalachian State University, Boone, NC.
- Language: English
- Date: 2023
- Keywords
- Course redesign, Community Colleges, Biology course, Backward course design