Active Learning Course Redesign for a Large Lecture Microbiology Course
Presented by:
Julie Grainy, University of Georgia
Active learning redesign of a large lecture course shows positive impact. Come see how the University of Georgia is increasing support for active learning!
Keywords:
Active Learning, Large Lecture, Classroom Assessment Techniques
Abstract:
Come see examples of how the University of Georgia is supporting active learning across campus! A large section of Introduction to Microbiology was redesigned to incorporate several active learning components. During a three-week Active Learning Summer Institute, I was able to design intentional ways to embed active learning strategies throughout the course. Redesign included: 1) using Top Hat inside and outside of class; 2) hiring Peer Learning Assistants; and 3) creating alternative summative assessments. I will share the positive learning gains measured and student reflections on the active learning changes made to the course.
Outcomes:
1. Identify ways to incorporate active learning into large lectures.
2. Compare exam style summative assessments to alternative summative assessments.
3. Describe examples of how the University of Georgia supports the mission of active learning in an effective way.
Hear it from the author:
Transcript:
The University of Georgia is a national leader in the world of active learning in higher education. Thanks to a Quality Enhancement Plan structured around improving active learning at UGA, starting in 2021 there was a dramatic increase to the amount of support for instructors, students, and infrastructure. In May 2023, I was selected to participate in one of the program initiatives called the Active Learning Summer Institute. This 3 week program intensive is one of the 2 pathways to earning UGA’s Active Learning Leader Certificate, and results in the redesign of a course to incorporate significant active learning components. The course I redesigned was a large enrollment Introduction to Microbiology course. I’m excited to share the outcomes of this redesign, as well as more about the active learning initiatives at UGA. I hope that you will be able to return to your institutions with anywhere from small nuggets of ideas for your own courses to big picture ideas for larger institutional shifts in active learning culture.
References:
Ferrari, B., LaBonte, P., & Kittleson, J. (2024). It’s personal and pedagogical: Peer learning assistants use multiple strategies to support student learning in college biology courses. Journal of College Science Teaching, 53(6), 546–553. https://doi.org/10.1080/0047231X.2024.2390299
Moosvi, F., & Bates, S. (2023). Authentic and inclusive (summative) assessments. In Effective teaching in large STEM classes (pp. 1–20). IOP Publishing Ltd.
Supiano, B. (2024, March 29). Can this university change its teaching culture? The Chronicle of Higher Education.