The Whole is Greater than the Sum of the Parts - A Research Poster Project Provides an Integrative Framework for Learning Across Foundation Courses in Biology

Oct 15, 2026

Uploaded by Mary Man

Idea integration, the process by which students organize and connect new knowledge for deeper understanding, underpins lifelong learning. Integration across biology sub-disciplines requires linking organizational scales from molecules to ecosystems and time frames from physiology to evolution. Because courses often teach sub-disciplines in isolation, the study designed a cross-course research poster assignment where ~700 students formed 130 groups to investigate empirical research, promoting knowledge transfer and learning community effects, with 81% meeting expectations.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages9

Reading Time23 min

AccessFree to download

Abstract

Introduction

Learning goals

1. Integration of knowledge

2. Communicate scientific concepts

3. Collaborative work and group dynamics

4. Information literacy and academic skills

The Whole is Greater than the Sum of the Parts: A Research Poster Project Provides an Integrative Framework for Learning Across Foundation Courses in Biology Ahmed Elbassiouny1,2, Paolo DiSordi2, Sarah Guay3, Angela Hamilton4, Sarah King4, Jason Brown2, Peter Molnar2, Maydianne C.B. Andrade2, C. Dan Riggs2, Ivana Stehlik2 and Aarthi Ashok2 * 1Department ofCell and Systems Biology, University of Toronto, 25 Harbord Street Toronto, ON Canada M5S 3G5 . 2 Department of Biological Sciences, University of Toronto, Scarborough, 1265 Military Trail, Toronto, Ontario, M1C 1A4, Canada. 3UTSC library, 1265 Military Trail, Toronto, Canada. 3Liaison librarians for Biological Sciences, UTSC library, 1265 Military Trail, Toronto, Ontario, M1C 1A4, Canada. 4Writing Centre, UTSC, 1265 Military Trail, Toronto, Ontario, M1C 1A4, Canada. *Corresponding author. Abstract The integration of ideas, defined as the process by which students organize and connect new knowledge for deeper understanding, is essential for lifelong learning. (Government of Canda, Employment and Social Development Canada, 2017 ; Rateau, Kaufman, & Cletzer, 2015) . Integration across sub-disciplines in biology requires an understanding of organizational scales (molecular to ecosystems) and time frames (physiological to evolutionary), and how they inter-relate. The challenge lies in allowing students opportunity to integrate knowledge, given that sub-disciplines are taught in relative isolation through individual courses. To promote integration, we designed a poster assignment in which ~700 students in three foundation courses worked together (130 groups) to investigate empirical research in multiple subdisciplines. While a major goal was to enrich understanding by integrating knowledge, we also sought to develop transferable skills (e.g. teamwork, information literacy) . Hence, this cross-course assignment provides benefits that exceed that of equivalent assignments in individual courses; we believe that the whole is greater than the sum of the parts. Assignment grades indicated that the majority (81%) of students successfully met or exceeded our expectations. This assignment lends support to the positive impact of learning communities, is easily adapted to other disciplines, and aligns with calls for educational reform advocating for curiosity-driven learning (American Association for the Advancement of Science, 2011; Bradforth et al., 2015) . Keywords: research poster assignment, foundation courses, teamwork, scientific communication, knowledge integration, information literacy, learning communities. Introduction Creating curricular learning communities in which students co-enrolled in multiple courses work collaboratively on a learning activity, has been shown to enhance student engagement, fostering both academic and social connections among students (Kingston, MacCartney, & Miller, 2014 ; Kuh, 2003) . Such communities in biology courses align with a constructivist approach to knowledge acquisition (Cakir, 2008); students are encouraged to pursue their own line of scientific inquiry to construct their understanding of a topic by connecting new ideas to existing knowledge, while using peers to support their learning. There is significant evidence that argues for the importance of collaborative group projects in stimulating deep learning (Tanner, Chatman, & Allen, 2003 ; Walton & Baker, 2009) . We believe that engaging in collaborative teamwork is essential for students to hone interpersonal skills and gain experience in resolving group dynamics challenges, skills critical to students’ academic performance and career success beyond university. Drawing inspiration from the evidence based on learning communities, our goal was to design an assignment in which students work collaboratively to integrate knowledge from different sub-disciplines of biology to create a research poster on a topic of interest to the group. As advocated for by edu

FAQs

Why is knowledge integration important for lifelong learning in biology?

Knowledge integration helps students organize and connect new ideas for deeper understanding, supporting lifelong learning. In biology, it requires linking concepts across scales and time frames, which is difficult when sub-disciplines are taught in isolation.

What is the core design of the research poster assignment?

Students across three foundation courses formed about 130 groups (~700 students total) to investigate empirical research spanning multiple biology sub-disciplines and produce a research poster.

How did students’ performance relate to the assignment’s expectations?

Assignment grades showed that the majority of students (81%) successfully met or exceeded expectations, indicating positive learning outcomes.

Oct 15, 2026

Uploaded by Mary Man