A fully integrated undergraduate introductory biology and chemistry course with a community‐based focus II: Assessment of course effectiveness

• Published in: Biochemistry and molecular biology education 2021-09, Vol.49 (5), p.737-747
• Main Authors: Pociask, Sarah, Weerapana, Akila, Taylor, Pamela, Radhakrishnan, Mala L., Oakes, Elizabeth S. C., Matthews, Adam G. W., Elmore, Donald E.
• Format: Article
• Language: English
• Subjects: Academic Persistence; Advanced Courses; assessment of educational activities; Biochemistry; Biology; Biology - education; Chemistry; College Science; Cooperative Learning; Curriculum; Cytology; Educational Measurement; Focus Groups; Humans; Instructional Effectiveness; integrated science; interdisciplinary courses; introductory biochemistry; Introductory Courses; Majors (Students); Mentors; Molecular Biology; Organic Chemistry; Outcomes of Education; Persistence; Sense of Community; Skill Development; Students; Team Teaching; transcript analysis; Transcription; Undergraduate Students; Universities
• ISSN: 1470-8175; 1539-3429
• DOI: 10.1002/bmb.21555

In the Fall of 2016, we created an integrated introductory biology/chemistry course for first‐semester students at Wellesley College. This course was designed to meaningfully integrate chemistry and molecular cell biology while also building community and fostering mentorship both inside and outside the classroom. Here, we describe the assessment of this integrated course through a combination of multivariate analyses of student transcript data and student focus group discussions. Our assessment found that the integrated course provided a strongly collaborative working environment for students that provided them with skills that promoted success in future courses. Along with a rigorous consideration of the interplay between biology and chemistry, these skills appeared to support positive longer‐term student outcomes. In particular, we observed significant impacts on student persistence into and performance in intermediate and advanced courses. Students from the integrated course were also significantly more likely to declare a major in biochemistry than students who took one of the traditional introductory courses. In addition, our assessment also noted the importance of a cohesive instructional team and broad faculty participation in the success and sustainability of the course.