[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-595536-105":3,"doc-detail-595536-en":81,"detail-sidebar-cat-0-en-105":99},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","course-redesign-an-evidence-based-approach","Course Redesign - An Evidence-Based Approach","","A first-year non-majors biology course with approximately 440 students was redesigned from a traditional content-and-teaching model to one that highlights biological concepts within current global issues and integrates active learning strategies. The redesign drew on education literature that formalizes curriculum redesign principles and applied them to a biology context. 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We were informed by the education literature incorporating many aspects of established curriculum redesign principles and extended its application to a biology course. Systematic measurement of student attitudes and collection of student feedback through a series of surveys as well as focus group interviews proved to be invaluable in the course redesign process. The information gathered over a two-year period enabled us to fine-tune the course content and teaching strategies effectively to better meet the interests of students in the non-majors course as was documented by the evidence gathered in this research.  \nUn cours de biologie de première année pour étudiants qui ne se spécialisent pas dans ce domaine, dans lequel étaient inscrits 440 étudiants, a été remanié. Ce cours, dont le contenu et le style d’enseignement étaient traditionnels, est devenu un cours où les concepts de biologie ont été mis en valeur dans le contexte des questions globales d’actualité, et des stratégies d’apprentissage actif y ont été incorporées. Nous avons puisé nos ressources dans les publications consacrées à l’éducation qui incorporent les principes établis deremaniement des programmes de cours et nous avons appliqué ces principes à un cours de biologie. Lamesure systématique des attitudes des étudiants, les commentaires recueillis auprès des étudiants par le biais de plusieurs sondages, ainsi que les entrevues de groupes témoins, se sont avérés inestimables au cours du processus de remaniement du cours. Les renseignements recueillis pendant une période de deux ans nous ont permi d’affiner de façon efficace le contenu du cours ainsi que les stratégies d’enseignement afin de mieux répondre aux intérêts des étudiants dans des cours qui ne s’adressent pas à des spécialistes du sujet enseigné, tel que documenté par l’évidence recueillie au cours de cette recherche.  \nKeywords  \nundergraduate, non-majors, biology, course redesign, attitudes  \nCover Page Footnote  \nThe authors would like to acknowledge the contributions of faculty members in the Biology Program, especially Drs. Jennifer Klenz and George Spiegelman in their support of this undertaking. Dr. Alice Cassidy of Faculty of Science and anonymous reviewers for their constructive feedback. This project would not have been possible without the cooperation of BIOL 111 students at UBC. This work is partly supported by the UBC Faculty of Science Dean’s Office, Centre for Teaching and Academic Growth Faculty Certificate Program, the Science Centre for Learning and Teaching (Skylight), and the Carl Wieman Science Education Initiative for the Life Sciences.  \nThis research paper/rap","cbCain0hzZwpH2dW","https://ap.wps.com/l/cbCain0hzZwpH2dW","pdf",257633,28,"English","# Abstract\n# What Are the Elements of Effective Course Redesign?\n## Course redesign process","[{\"question\":\"What was the course redesign intended to change?\",\"answer\":\"The course shifted from a traditional content and teaching style to an approach emphasizing biological concepts in current global issues and incorporating active learning strategies.\"},{\"question\":\"How were students’ attitudes and feedback collected?\",\"answer\":\"Student attitudes were measured through systematic surveys, and additional feedback was gathered via focus group interviews.\"},{\"question\":\"What impact did the two-year information gathering have?\",\"answer\":\"The collected evidence over two years enabled fine-tuning of course content and teaching strategies to better meet non-majors students’ interests.\"}]","Course Redesign - An Evidence-Based Approach | PDF",1792081340,71,{"code":4,"msg":82,"data":100},[101,105,109,113,118,123,127,130,135,138,142],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":106,"show_sort_weight":107,"slug":108},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":110,"show_sort_weight":111,"slug":112},"Exam",70,"exam",{"id":114,"doc_module":4,"doc_module_name":25,"category_name":115,"show_sort_weight":116,"slug":117},5,"Comic",60,"comic",{"id":119,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":121,"slug":122},6,"Technology",50,"technology",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":125,"slug":126},"Healthcare",40,"healthcare",{"id":86,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":128,"slug":129},30,"research-report",{"id":131,"doc_module":4,"doc_module_name":25,"category_name":132,"show_sort_weight":133,"slug":134},9,"Religion & Spirituality",20,"religion-spirituality",{"id":133,"doc_module":4,"doc_module_name":25,"category_name":136,"show_sort_weight":133,"slug":137},"World Cup","world-cup",{"id":139,"doc_module":4,"doc_module_name":25,"category_name":140,"show_sort_weight":139,"slug":141},10,"Lifestyle","lifestyle",{"id":143,"doc_module":4,"doc_module_name":25,"category_name":144,"show_sort_weight":114,"slug":145},19,"General","general"]