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Investigative Cases and Student Outcomes in an Upper-Division Cell and Molecular Biology Laboratory Course at a Minority-serving Institution

Jonathan D. Knight^*, Rebecca M. Fulop^*,, Leticia Márquez-Magaña^*, and Kimberly D. Tanner^*,

*Department of Biology and Science Education Partnership and Assessment Laboratory, San Francisco State University, San Francisco, CA 94132

Monitoring Editor: Martha Grossel

Address correspondence to: Jonathan D. Knight (jknight{at}sfsu.edu).

Active-learning strategies are increasingly being integrated into college-level science courses to make material more accessible to all students and to improve learning outcomes. One active-learning pedagogy, case-based learning (CBL), was developed as a way to both enhance engagement in the material and to accommodate diverse learning styles. Yet, adoption of CBL approaches in undergraduate biology courses has been piecemeal, in part because of the perceived investment of time required. Furthermore, few CBL lesson plans have been developed specifically for upper-division laboratory courses. Here, we describe four cases that we developed and implemented for a senior cell and molecular biology laboratory course at San Francisco State University, a minority-serving institution. To evaluate the effectiveness of these modules, we used both written and verbal assessments to gauge learning outcomes and attitudinal responses of students over two semesters. Students responded positively to the new approach and seemed to meet the learning goals for the course. Most said they would take a course using CBL again. These case modules are readily adaptable to a variety of classroom settings.

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				B. D. Aronson and L. A. Silveira From Genes to Proteins to Behavior: A Laboratory Project That Enhances Student Understanding in Cell and Molecular Biology CBE Life Sci Educ, December 1, 2009; 8(4): 291 - 308. [Abstract] [Full Text] [PDF]