Degree Name
MS (Master of Science)
Program
Biology
Date of Award
5-2017
Committee Chair or Co-Chairs
Anna C. Hiatt
Committee Members
Patrick J. P. Brown, Cecilia A. McIntosh
Abstract
Several active learning strategies have been used when increasing the structure of a course as increasing course structure has been known to improve student learning in introductory STEM courses. Much has been studied on the value of frequent formative assessment; however, few studies have evaluated the effective modes of delivering summative assessment. This study examines the use of summative assessment as an inclusive teaching practice to improve first generation college student success in introductory biology and also uses faculty surveys to find out how instructors structure their introductory biology course and why they are structured that way. Final exams were evaluated by Bloom’s Taxonomy of Learning. Survey results showed that many instructors used online activities most of the time to supplement face-to-face courses. However, student and faculty viewpoints on assessments offer many interesting insights into how instructors may modify teaching strategies to increase the success of diverse student populations.
Document Type
Thesis - unrestricted
Recommended Citation
Agboola, Oluwaseun O., "Inclusive Teaching Strategies: An Evaluation of Course Structure and Summative Assessment in Introductory Biology" (2017). Electronic Theses and Dissertations. Paper 3221. https://dc.etsu.edu/etd/3221
Copyright
Copyright by the authors.
Included in
Biology Commons, Curriculum and Instruction Commons, Educational Assessment, Evaluation, and Research Commons, Educational Methods Commons, Higher Education and Teaching Commons, Science and Mathematics Education Commons