Transformation of an Introductory Biology Course Sequence to Improve Student Success and Scaffold Learning

Article Sidebar

PDF
Published: Nov 7, 2024

Main Article Content

Maynard H. Schaus
a:1:{s:5:"en_US";s:28:"Virginia Wesleyan University";}
Victor R. Townsend, Jr.
Virginia Wesleyan University
Shane Boyd
Virginia Wesleyan University
Deirdre Gonsalves-Jackson
Virginia Wesleyan University
Eric E. Johnson
Virginia Wesleyan University
Soraya M. Bartol
Virginia Wesleyan University
Marielle Postava-Davignon
Virginia Wesleyan University

Abstract

In 2017, the Department of Biology at Virginia Wesleyan University modified its two-course introductory sequence in response to high DFW rates (>50% scoring a D, F, or withdrawing) in the first semester. The revised curriculum created a new third course and moved content that many students struggled with from the first semester to the third semester (fall of year two). The new curriculum sequenced and scaffolded learning so that students faced more difficult material after a year of adjustment to the expectations of college-level biology courses. DFW rates in the revised first course showed a significant decrease from 51.2% to 30.4% during the four years post-implementation, with similar DFW rates in other courses pre- vs. post-revision. DFW rates in the new third course were still high (41.9%), but students seemed somewhat better prepared for the material in their second year. Pell status and Race/Ethnicity significantly impacted the DFW percentage, but nearly all groups showed a proportional improvement post-change. DFW rates did not vary significantly based on gender assigned at birth or first generation status. Fall to spring retention rates did not differ pre- vs. post-revision, suggesting other factors may be more important. Scores on the Major Field Assessment Test (MFAT) did not differ significantly between students that took the original two-course introductory sequence, the new three-course sequence, and those that transferred in. These results suggest that targeted interventions aimed at bottleneck courses can improve student course success without negatively affecting long-term learning outcomes. Departments should scaffold program content in a logical approach that supports the transition of students from high school to more challenging, college level expectations.

Article Details

Issue
Vol. 25 No. 3 (2024): Journal of STEM Education: Innovations and Research
Section
Articles
Copyright for articles published in this journal is retained by the Institute for STEM Education and Research with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.
Author Biographies

Maynard H. Schaus, a:1:{s:5:"en_US";s:28:"Virginia Wesleyan University";}

Maynard Schaus is a Professor of Biology and Environmental Science at Virginia Wesleyan University.  He currently serves as Director of Accreditation for VWU, and previously served in several other administrative roles. He has taught a range of courses, including Oceanography, Principles of Biology, Environmental Studies, and General Ecology. His diverse research interests include aquatic/marine restoration ecology, impacts of urbanization, ecology of tropical harvestmen (daddy longlegs), and the impacts of curricular reform. He completed his Ph. D at Miami University (Ohio).

Victor R. Townsend, Jr., Virginia Wesleyan University

Victor Townsend, Jr. is a Professor of Biology and the Kenneth R. Perry Dean of the Joan P. Brock School of Mathematics and Natural Sciences at Virginia Wesleyan University. He has taught Comparative Anatomy, Principles of Biology, Histology, and Evolution. His research primarily examines the morphology and field natural history of harvestmen (Arachnida, Opiliones) in central America and the Caribbean, and he has published numerous papers on these topics. He received his Ph. D from The University of Louisiana, Lafayette.

Shane Boyd, Virginia Wesleyan University

Shane Boyd is the Director of Institutional Research at Virginia Wesleyan University. In addition to his administrative duties, he provides data and analysis on understanding student retention and persistence trends at Virginia Wesleyan University. He completed his M.S. at Illinois State University.

Deirdre Gonsalves-Jackson, Virginia Wesleyan University

Deirdre Gonsalves-Jackson is a Professor of Biology at Virginia Wesleyan University, where she currently serves as the Vice President for the VWU Global Campus.  She has received several awards for her work, including the Barbara A. Holland Scholar-Administrator Award from the Coalition of Urban and Metropolitan Universities (CUMU). She has taught a range of courses, including Marine Invertebrate Zoology, Principles of Biology, and Oceanography. Her research has focused on the ecology of marine nudibranchs (sea slugs) and the success of various curricular initiatives. She completed her Ph. D. at the Florida Institute of Technology.

 

Eric E. Johnson, Virginia Wesleyan University

Eric Johnson is an Associate Professor of Biology at Virginia Wesleyan University, where he also serves as the Coordinator of the General Education program. He teaches courses on Cell and Molecular Biology, Principles of Biology, and Molecular Techniques. His research has focused on gene expression in Arabidopsis and protein regulation in a model moss. He received his Ph.D. from the University of British Columbia.

Soraya M. Bartol, Virginia Wesleyan University

Soraya Bartol is a Professor of Biology at Virginia Wesleyan University and currently serves as the Biology Department Chair. She teaches courses in Marine Ecology, Comparative Physiology, Principles of Biology, and Animal Behavior. Her research focuses on the sensory physiology of sea turtles and other marine vertebrates. She earned her Ph. D. at the College of William and Mary.

Marielle Postava-Davignon, Virginia Wesleyan University

Marielle Postava-Davignon is an Assistant Professor of Biology at Virginia Wesleyan University. She teaches General Ecology, Principles of Biology, Entomology & Arachnology, and Conservation Biology. Her research examines the ecology of tropical termites and the impact of humans on the behavior of Canada Jays. She earned her Ph. D. at Northeastern University.