000			nam a22 4500
999			_c86748 _d86748
008			190513b xxu||||| |||| 00| 0 eng d
082			_a574.07 / Fel
100			_aFelege, Christopher
245			_a Evaluating the efficacy of a student-centered active learning environment for undergraduate programs (SCALE-UP) classroom for major and non-major biology students
300			_a98-109 p.
520			_aDuring the 2012–2013 academic year the University of North Dakota (UND) piloted the use of a Student Centered Active Learning Environment for Undergraduate Programs (SCALE-UP) classroom. Genetics, a 300 level class for Biology majors, and Concepts of Biology, an introductory course for non-majors were two of the classes piloted. Here, we examine the effects of this transition on overall academic performance, grade distribution, exam question performance classified by Bloom’s Taxonomy, student performance by quartile, and University Student Assessment of Teaching (USAT) surveys. Comparisons are made to historical data from a lecture-based setting to examine the effects of switching from an instructor-centered to a learner-centered format. Following the transition, both courses showed a higher proportion of students receiving an A/B/C grade and a concomitant decrease in D/F/W grades, and students continued to have positive perceptions about themselves, the course and the instructor. Paradoxically, both courses experienced a concerning decrease in performance by lower quartile students on comparable exam questions.
650			_aActive Learnign
650			_aBiology Majors
650			_aNon Major
650			_aFailure and withdrawal
650			_aSCALE Up
650			_aStudent Centered
700			_aRalph, Steven
773	0		_080467 _dInstitute Of Biology _oS629 _tJournal of Biological Education, 53(1) Feb 2019 _x0021-9266
856			_uhttps://www.tandfonline.com/doi/full/10.1080/00219266.2018.1447001
942			_2ddc _cAR