periodiCALS, Vol. 9, Issue 1, 2019
Jumbled on the classroom tabletop lay cards scrawled with words that, when properly arranged, tell an exquisite story: the complicated flow of genetic information in a cell.
Students in the introductory microbiology class broke into small groups and conferred with each other about the best way to organize cards with words like “RNA polymerase,” “start codon,” “mRNA” and “promoter.” When they felt confident they had it right or had a question, they called over an instructor and explained the process in detail.
The students were given reading assignments outside class to learn the flow of information in the cell. Classroom time was dedicated to learning the intricacies of DNA replication, transcription and translation in a more engaged way.
Chloe Carpenter ’20 said learning actively in this manner enhanced her ability to understand the subject matter.
“Working with the material in this way is better for your cognition level. It’s learning as you go, so you’re much better prepared for exams,” said Carpenter, a biological sciences and animal science double major.
Research shows that the more students are involved in their own education, the better they learn. Teaching techniques like these are increasingly being used in classrooms at CALS and across the university.
CALS is supporting faculty with grant funding that promotes active learning. This academic year, six proposals split $500,000 to help hundreds of students sharpen critical-thinking skills, develop in-the-field experience and become equipped with skills to tackle scientific problems rather than be passive learners.
“Students today are used to having all possible information at their fingertips,” said Kathryn J. Boor ’80, the Ronald P. Lynch Dean. “As a consequence, universities have to be able to teach them differently than the classic 50-minute lecture. Here at CALS, we are committed to preparing our students to be the problem solvers of tomorrow.”
