|Shaking it up in the classroom: Coupling biotremology and active learning pedagogy to promote discovery|
|Carrie L. Hall, Daniel R. Howard. University of New Hampshire, Durham, NH, United States
Whether in lecture or lab, active learning pedagogies improve content learning, increase process skills, and positively affect psychosocial factors. Because AL increases academic performance and retention of students from under-represented groups, they hold promise for harnessing untapped talent in STEM fields like biotremology. When implementing these pedagogies, educators can align student learning outcomes with Bloom’s Taxonomy to integrate both lower- and/or higher-order cognitive skills development into course learning activities. Further, when teaching courses that integrate principles of biotremology, these methods can ensure students have access to an inclusive, authentic research experience that more accurately represents the process of science and leads to higher-order critical thinking skills. Research-based active learning methods such as project-based learning and course-based undergraduate research experiences (CUREs) are presented in 3 case studies that include a biotremology dimension. Each case includes learning outcomes, a guide for instructional implementation, tips for assessment, and considerations for pedagogical practicalities and plausible alternatives.