HOME HELP FEEDBACK ARCHIVE SEARCH TABLE OF CONTENTS		QUICK SEARCH:   [advanced] Author: Keyword(s): Year:  Vol:  Page:

This Article Full Text Full Text (PDF) Supplemental Material Submit Reader Comments Alert me when this article is cited Alert me when Reader Comments are posted Alert me if a correction is posted Services Similar articles in this journal Similar articles in PubMed Sign up for eTOCs Download to citation manager Citing Articles Citing Articles via Google Scholar Google Scholar Articles by Armbruster, P. Articles by Weiss, M. Search for Related Content PubMed PubMed Citation Articles by Armbruster, P. Articles by Weiss, M.

Active Learning and Student-centered Pedagogy Improve Student Attitudes and Performance in Introductory Biology

Peter Armbruster^*, Maya Patel^*,, Erika Johnson^*, and Martha Weiss^*

*Department of Biology, Georgetown University, Washington, DC 20057; and Department of Education, Cornell University, Ithaca, NY 14853

Monitoring Editor: Debra Tomanek

Address correspondence to: Peter Armbruster (paa9{at}georgetown.edu)

We describe the development and implementation of an instructional design that focused on bringing multiple forms of active learning and student-centered pedagogies to a one-semester, undergraduate introductory biology course for both majors and nonmajors. Our course redesign consisted of three major elements: 1) reordering the presentation of the course content in an attempt to teach specific content within the context of broad conceptual themes, 2) incorporating active and problem-based learning into every lecture, and 3) adopting strategies to create a more student-centered learning environment. Assessment of our instructional design consisted of a student survey and comparison of final exam performance across 3 years—1 year before our course redesign was implemented (2006) and during two successive years of implementation (2007 and 2008). The course restructuring led to significant improvement of self-reported student engagement and satisfaction and increased academic performance. We discuss the successes and ongoing challenges of our course restructuring and consider issues relevant to institutional change.