Studio biology for engineers: Lessons learned

Abstract

We recently transformed a traditional introductory biology course into an active learning experience that resonates with a wide range of undergraduate students. Backward course design led to an innovative curriculum that (1) is based on biology's big ideas, (2) has measurable learning outcomes, and (3) encourages development of higher order thinking skills. Our studio classroom design maximizes interactions; cantilevered workstations distributed throughout the room encourage student-instructor and student-student interactions. Group discussions occur at whiteboards as students solve problems, create concept maps, plan experiments and interpret experimental data. Workstation computers and dual monitors support whole-class instruction as well as student-led group explorations. The classroom design meets the traditional needs of a biology lab, including access to sinks, use of compound microscopes, data acquisition, gel electrophoresis and thermal cyclers. This creative new learning space supports a constructivist approach to learning, moving student conversations past rote repetition of textbook material to evaluation and synthesis of ideas, as well as dialogue about how science generates new information and the interface between biology and engineering. In the interest of helping others along their path toward implementing active learning in their classrooms, we share a description of our course transformation and important lessons learned in the process.