A Modified Challenge-Based Learning Approach in a Capstone Course to Improve Student Satisfaction and Engagement <sup> </sup>

Advanced Biochemistry, a senior capstone course for biochemistry majors, was first offered in 2011. The course objectives focused on students’ ability to access and use primary literature. Despite engaging conversation and excellent student presentations, evaluations of the course content were lower...

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Autor principal:	Scott E. Gabriel
Formato:	article
Lenguaje:	EN
Publicado:	American Society for Microbiology 2014
Materias:	Special aspects of education LC8-6691 Biology (General) QH301-705.5
Acceso en línea:	https://doaj.org/article/ee3ba0f90b0d4041a3b3f50a345285ca
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spelling	oai:doaj.org-article:ee3ba0f90b0d4041a3b3f50a345285ca2021-11-15T15:15:37ZA Modified Challenge-Based Learning Approach in a Capstone Course to Improve Student Satisfaction and Engagement <sup> </sup>10.1128/jmbe.v15i2.7421935-78851935-7877https://doaj.org/article/ee3ba0f90b0d4041a3b3f50a345285ca2014-12-01T00:00:00Zhttps://journals.asm.org/doi/10.1128/jmbe.v15i2.742https://doaj.org/toc/1935-7877https://doaj.org/toc/1935-7885Advanced Biochemistry, a senior capstone course for biochemistry majors, was first offered in 2011. The course objectives focused on students’ ability to access and use primary literature. Despite engaging conversation and excellent student presentations, evaluations of the course content were lower than what this instructor usually receives (3.65/5 compared to 4.3/5 from the previous semester). However, the evaluation of just the instructor was equivalent to historical results. In an effort to improve the course, a challenge-based learning (CBL) design was implemented in 2013 to frame the course around four big questions relevant to our world and local community. This change was made to test if a CBL course design would increase student engagement in the course and therefore their achievement of learning outcomes. Collected data show an improvement in students’ perception of the course. Most significantly, course evaluation results increased when compared to the previous year (4.5/5 as compared to 3.65/5 in 2011). Students also rated the CBL approach as highly effective in achieving core course outcomes and related skills (all queried outcomes averaged 4.2/5 at midterm).Scott E. GabrielAmerican Society for MicrobiologyarticleSpecial aspects of educationLC8-6691Biology (General)QH301-705.5ENJournal of Microbiology & Biology Education, Vol 15, Iss 2, Pp 316-318 (2014)
institution	DOAJ
collection	DOAJ
language	EN
topic	Special aspects of education LC8-6691 Biology (General) QH301-705.5
spellingShingle	Special aspects of education LC8-6691 Biology (General) QH301-705.5 Scott E. Gabriel A Modified Challenge-Based Learning Approach in a Capstone Course to Improve Student Satisfaction and Engagement <sup> </sup>
description	Advanced Biochemistry, a senior capstone course for biochemistry majors, was first offered in 2011. The course objectives focused on students’ ability to access and use primary literature. Despite engaging conversation and excellent student presentations, evaluations of the course content were lower than what this instructor usually receives (3.65/5 compared to 4.3/5 from the previous semester). However, the evaluation of just the instructor was equivalent to historical results. In an effort to improve the course, a challenge-based learning (CBL) design was implemented in 2013 to frame the course around four big questions relevant to our world and local community. This change was made to test if a CBL course design would increase student engagement in the course and therefore their achievement of learning outcomes. Collected data show an improvement in students’ perception of the course. Most significantly, course evaluation results increased when compared to the previous year (4.5/5 as compared to 3.65/5 in 2011). Students also rated the CBL approach as highly effective in achieving core course outcomes and related skills (all queried outcomes averaged 4.2/5 at midterm).
format	article
author	Scott E. Gabriel
author_facet	Scott E. Gabriel
author_sort	Scott E. Gabriel
title	A Modified Challenge-Based Learning Approach in a Capstone Course to Improve Student Satisfaction and Engagement <sup> </sup>
title_short	A Modified Challenge-Based Learning Approach in a Capstone Course to Improve Student Satisfaction and Engagement <sup> </sup>
title_full	A Modified Challenge-Based Learning Approach in a Capstone Course to Improve Student Satisfaction and Engagement <sup> </sup>
title_fullStr	A Modified Challenge-Based Learning Approach in a Capstone Course to Improve Student Satisfaction and Engagement <sup> </sup>
title_full_unstemmed	A Modified Challenge-Based Learning Approach in a Capstone Course to Improve Student Satisfaction and Engagement <sup> </sup>
title_sort	modified challenge-based learning approach in a capstone course to improve student satisfaction and engagement <sup> </sup>
publisher	American Society for Microbiology
publishDate	2014
url	https://doaj.org/article/ee3ba0f90b0d4041a3b3f50a345285ca
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A Modified Challenge-Based Learning Approach in a Capstone Course to Improve Student Satisfaction and Engagement <sup> </sup>

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