Are we doing the right thing? A critical analysis of the impact of an innovative strategy for instruction in a gateway course for the Biology major. In order to provide a more individualized educational experience for the ~130 students that take Genetics, a challenging, sophomore-level required course in the Biology major, we significantly revised the course structure in 2016. We adopted a modular system, in which students are required to demonstrate mastery of one group of learning outcomes before moving on to the next. The lecture material is delivered through instructor-produced videos and class time is spent working through exam-style questions. Following each test, some students move on to the next module and some do not.
In this presentation, we will further describe the course structure and articulate our expected outcomes. In addition, we will present data collected over three years that we are using to evaluate the effectiveness of this pedagogical innovation. Finally, we will provide a review of some of the challenges and rewards of implementing this type of change. Audience members will have the opportunity to ask questions and provide feedback on our assessment process and results.