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Learning communities can address these issues, yet large-course implementation is frequently constrained by logistics. This work applies a linked-course learning community model across three sizable first-year biology classes, using mapped learning outcomes, shared online skill workshops, and integrated seminars and interdisciplinary projects to support engagement, skill development, integration, and efficient resource use.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/applying-a-linked-course-model-to-foster-inquiry-and-integration-across-large-first-year-courses/596640/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/applying-a-linked-course-model-to-foster-inquiry-and-integration-across-large-first-year-courses/596640.png","ImageObject",300,407,{"name":92,"@type":93},"Muffet","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-04","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why can large first-year courses lead to low student engagement?","Question",{"text":112,"@type":113},"They are often content-driven and make it harder to involve students in the dynamic, cross-disciplinary nature of inquiry, especially when interaction modes are limited by class size.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the linked-course model support inquiry and integration across multiple courses?",{"text":117,"@type":113},"It connects three large first-year biology courses through jointly mapped learning outcomes, shared online skill workshops, and integrative learning communities that include students from each course.",{"name":119,"@type":110,"acceptedAnswer":120},"What scheduling and structural requirements does the model introduce?",{"text":121,"@type":113},"The approach requires coordinated scheduling of seminars and interdisciplinary projects, while still allowing flexibility in lecture periods and online content.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},596640,1792167713,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962090768927,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","CSSHE  \nSCÉES  \nCanadian Journal of Higher Education Revue canadienne d’enseignement supérieur Volume 45, No. 4, 2015, pages 244-260  \nApplying a Linked-Course Model to Foster Inquiry and Integration Across Large FirstYear Courses  \nBrian C. Husband, William J. Bettger, Coral L. Murrant, Kim Kirby, Patricia A. Wright, Steven G. Newmaster, John F. Dawson, T. Ryan Gregory, Robert T. Mullen, April Nejedly, George van der Merwe, KrassimirYankulov, & Peter Wolf  \nUniversity of Guelph  \nAbstract  \nMany first-year university courses are large and content-driven, which can contribute to low student engagement and difficulty involving students in the dynamic, cross-disciplinary nature of inquiry. Learning communities can address these goals, but their implementation often poses logistical challenges, especially in large courses. Here, we apply learning communities using a linked-course model to enhance student engagement and inquiry across three large, first-year biology courses. These three courses (Discovering Biodiversity, Molecular and Cell Biology, and Biological Concepts of Health) offer different contexts for biological inquiry, introduce key biological concepts, and are connected through jointly mapped learning outcomes, shared online skill workshops, and integrative learning communities composed of students from each course. Diverse modes of student learning are used across the three courses, and contemporary problems are explored within classes and small group seminars, which promote the development of skills necessary for inquiry. This course structure requires the coordinated scheduling of seminars and interdisciplinary projects but allows flexibility in the use of lecture periods and online content while offering increased resource efficiency. Collectively, these courses provide opportunities for integration, skill development, and problem solving. In contrast to many other forms of learning communities, this particular model promotes both a disciplinary foundation and crossdisciplinary applications for large numbers of students.  \nRésumé  \nLe nombre généralement élevé d’étudiants inscrits aux cours universitaires de première année ainsi que la nature même de ces cours, lesquels sont  \nCJHE / RCES Volume 45, No. 4, 2015  \nLinked Model in Large Courses / B. C. Husband, W. J. Bettger, C. L. Murrant, K. Kirby, P. A. Wright, S. G. Newmaster, J. F. Dawson, T. R. Gregory, R. T. Mullen, A. Nejedly, G. van der Merwe, K. Yankulov, & P. Wolf  \n245  \nfortement axés sur le contenu, peuvent nuire à l’engagement des étudiants ainsi qu’à l’intégration de ceux-ci au processus dynamique et interdisciplinaired’investigation. Les communautés d’apprentissage permettent d’atteindre ces objectifs, mais ceux-ci présentent souvent des difficultés logistiques en raison du grand nombre d’étudiants. Nous avons créé ici des communautésd’apprentissage en utilisant un modèle de cours inter-reliés pour favoriserl’engagement et le questionnement des étudiants inscrits à l’un des trois cours de biologie de première année présentant un effectif élevé . Ces trois cours (Biodiversité, Concepts biologiques de la santé et Biologie moléculaire et cellulaire) offrent des contextes différents pour l’investigation biologique, présentent des concepts importants de la biologie et ont en commun des objectifs d’apprentissage, des ateliers en ligne favorisant le perfectionnementdes compétences, ainsi que des communautés d’apprentissage intégré composées d’étudiants de chaque cours. Divers modes d’apprentissage sont utilisés dans ces trois cours, et des problèmes contemporains sont explorés en classe, de même que dans le cadre de séminaires menés en petits groupes, lesquels cherchent à promouvoir le perfectionnement decompétences nécessaires en investigation. Cette structure de cours exige une organisation et une planification coordonnées des séminaires et des projets interdisciplinaires, mais permet une certaine souplesse dans l’usage des périodes de cours et du conten","cbCaimaYqkHgR52j","https://ap.wps.com/l/cbCaimaYqkHgR52j","pdf",834228,17,"English","# Abstract\n# Learning community challenges in large first-year courses\n# Linked-course model across three biology courses\n## Shared learning outcomes and online skill workshops\n## Seminars and interdisciplinary projects","[{\"question\":\"Why can large first-year courses lead to low student engagement?\",\"answer\":\"They are often content-driven and make it harder to involve students in the dynamic, cross-disciplinary nature of inquiry, especially when interaction modes are limited by class size.\"},{\"question\":\"How does the linked-course model support inquiry and integration across multiple courses?\",\"answer\":\"It connects three large first-year biology courses through jointly mapped learning outcomes, shared online skill workshops, and integrative learning communities that include students from each course.\"},{\"question\":\"What scheduling and structural requirements does the model introduce?\",\"answer\":\"The approach requires coordinated scheduling of seminars and interdisciplinary projects, while still allowing flexibility in lecture periods and online content.\"}]","Applying a Linked-Course Model to Foster Inquiry and Integration Across Large First-Year Courses | PDF",1792083455,43]