Focus on Teaching enhances student learning

Stuart FeatureWhat can faculty do to improve student learning? And how would one know if students were learning and retaining more? Anecdotal evidence suggested that changes in pedagogy in the introductory biology 1001 course was improving student learning. But would this hold up to scientific testing? Drs. Mynlieff, Manogaran, St. Maurice, and Eddinger decided to try to find out. They designed and tested the possible benefits of exam corrections, active learning, and peer reviewed writing assignments with a metacognitive component using control and experimental variables across and between the three sections of Biology 1001. Assessments following these activities, and at the end of the semester, showed that students scored higher when they participated in these activities relative to students that did not. The results are published in CBE – Life Sciences education (vol. 13, 311-321, Summer 2014). There is a long history of teaching excellence in the Biology department, with numerous teaching award winners, and it is hoped that studies like this will continue to guide faculty to enhance student learning.


Fall Newsletter is Published


"Get on the BUS" with upcoming undergraduate events!


Scholl Seminar Schedule Posted for Fall 2014


Deepa Valsangkar awarded Scholl Award for Outstanding Research


Cassie Nelson recognized for Academic Achievement with Oliver H. Smith Award


Ellen Barton, Ashley Jacobson, Joe Rehfus and Spencer Agnew receive undergraduate awards


Dr. Pinfen Yang promoted to full professor


Dr. Allison Abbott promoted to associate professor

Wisconsin Native Tree Collection Brochure Updated



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