Capital Community College

Vision and Change Implementation

 

Integrate Core Concepts and Competencies throughout the Curriculum

  • Introduce the scientific process to students early, and integrate it into all undergraduate biology courses

  • Relate abstract concepts in biology to real ­world examples on a regular basis, and make biology content relevant by presenting problems in a real ­life context 

  • Stimulate the curiosity students have for learning about the natural world

  • Demonstrate both the passion scientists have for their discipline and their delight in sharing their understanding of the world with students

 

Focus on Student ­Centered Learning

  • Engage students as active participants, not passive recipients, in all undergraduate biology courses

  • Use multiple modes of instruction in addition to the traditional lecture

  • Introduce research experiences as an integral component of biology education for all students, regardless of their major

  • Integrate multiple forms of assessment to track student learning

 

Promote a Campus wide Commitment to Change

  • Mobilize all stakeholders, from students to administrators, to commit to improving the quality of undergraduate biology education

  • Support the development of a true community of scholars dedicated to advancing the life sciences and the science of teaching

  • Advocate for increased status, recognition, and rewards for innovation in teaching, student success, and other educational outcome

 

Engage the Biology Community in the Implementation of Change

  • Promote more concept­ oriented undergraduate biology courses, and help all students learn how to integrate facts into larger conceptual contexts 

  • Provide all biology faculty with access to the teaching and learning research referenced throughout this report, and encourage its application when developing courses 

  • Create active ­learning environments for all students, even those in first ­year biology courses

High Impact Practices Implementation

CCURI is supported through NSF #1524353 

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