Honors Instruction In Biology

Florence Schmieg
Biological Sciences

The Spring Honors section of BISC 301, Molecular Biology of the Cell, was constructed in a way some might find unusual. Instead of being taught as a separate course, the honors section met for lectures with the non-honors section in a large class of from 80-100 students. The honors students then met for their own laboratory and discussion sections. I used this organization to augment the learning of both sections in a synergistic fashion.

The lecture component of BISC301 consisted of approximately 70% lecture and 30% group problem solving in a problem-based-learning (PBL) format. For the PBL part   of the class, groups of 5-6 students worked together to solve complex problems which had a real-world context and were often open ended. The problem solving exercises allowed for students to develop critical thinking skills to build confidence in searching out reliable resources to help with problem solutions, and learn how to function as a member of a larger learning team. These skills were superimposed upon the content that was learned by way of problem solving. The content of a PBL problem can be an extension of concepts learned in lecture or novel content that is taught entirely by the problem but that builds upon the lecture.  To accommodate the large class, I had 20 PBL groups. The class size made it difficult for me to monitor group learning as the problem progressed and to assist the groups if they encountered difficulty.

 Here entered the Honors section. These students were required to participate in the solving of these same problems. They also met every other week for a two-hour discussion period. I chose to use this discussion time in two ways. For one of the hours, the honors students participated in separate problem solving sessions on unique problems that were of elevated difficulty level and greater complexity. For the second hour, they solved the same problems as those to be addressed by the larger section a few weeks later. Therefore, in the more intimate setting of the small 20-student discussion, they solved these problems in groups with me as the facilitator for all of the groups. This provided us an opportunity to dissect potential difficulties with the problems before they went to the larger group. We were also able to discuss the theoretical basis of PBL as a pedagogical approach and to work on group dynamics. When the problems were solved by the larger class, the honors students were well poised to serve as peer tutors for the groups. I was able to assign an honors student to one or two groups as their permanent peer tutor whose responsibilities included assisting the group with construction of learning issues and providing some guidance as the group solved the problem. The peer tutor did not provide any solutions but helped keep things going on the right track and prevented the teams from following unproductive or ill-advised approaches. Difficulties and questions that arose from the PBL session were then discussed at the following discussion session. 

I feel that this approach worked well for both groups of students. Student evaluations of the peer-tutors were consistently high. They felt that they augmented the value of the PBL exercises and contributed substantially to their learning. The honors students overall felt it to be an excellent opportunity to augment their understanding of the concepts being covered by the problems and to give them opportunities for leadership experience.  I observed that those honors students who were most enthusiastic about and experienced with the PBL method quickly became outstanding peer tutors. Of those who were new to the PBL approach, most learned quickly to be excellent mentors. But why learn about this instructional approach only from me? Below are two essays from honors students who participated in this class.
 

Dan Dries
Honors Student in BISC  301
 

Problem-based learning, when properly administered by the professor, has given me numerous academic and professional advantages.  These benefits fall into two categories: (1) group functioning and (2) critical thinking.

In most other classes, we students are not exposed to group dynamics, often leaving us socially awkward and mute in a professional setting.  As an undergraduate researcher, I find my fellow students all too often trying to perform an experiment with brute force and individual determination, rather than by asking others in the lab or in the department for advice or for a lesson in technique.  I, on the other hand, enjoy speaking about my research with both those students working on a related project and those in a related field of study; and oftentimes, these informal discussions will flush out new ideas on how I might proceed.  Group projects do much to promote such necessary networking skills and collaborative efforts.

The second important component is critical thinking skills.  Through the use of real-life, open-ended problems, I have not only found practical relevance in the coursework, but I have also found that oftentimes there is not one single ãcorrectä answer.  Furthermore, in real-life situations there are typically an infinite amount of possible ways to solve a problem, as well as an infinite number of questions that can be raised from a given situation.  Perhaps it is this last realization that has become most beneficial, as I have found for the first time since grade school that it is indeed okay to question hypotheses, methods, and results.  Personally, I have found that a naturally inquisitive mind is a happier, more dynamic, and more successful one.

In the honors section of BISC301, we, the honor students, first solved the problem assigned.  After successful completion of the problem, we then returned to the lecture class as peer tutors for non-honors groups.  By observing my fellow students learn and teach each other, I could sit back and make an objective evaluation of the group dynamics and problem-solving skills of my classmates.  I witnessed a change as the course progressed ö as individuals became more vocal and group-oriented, the answers to the problems became a more truly collaborative effort.  Furthermore, students began to really understand the material ö contrary to most classes where you just need to know the answers.Iâve had a wonderful experience in problem-based learning.  Not only have I gained personal skills for a successful career in science, but I have also seen how others function in a group.  Furthermore, I have an interest in academia; and so, the dynamics that I have observed in the group I tutored have helped to shape my goals in educating others.  Still, problem-based learning is not without its faults, and so I would like to challenge educators to continue to modify and refine the way they present the material, so that this novel way of teaching is not lost.
 

Erin Cataldi
Honors Student in BISC  301
 

Ihave had the unique experience of being both a participant in a problem-based learning (PBL) environment as well as a tutor in a PBL class. Looking at problem-based learning from both the inside and the outside has allowed me to weigh the pros and cons of my experiences. Overall, I would have to say that problem based learning is a fantastic way to learn.

My personal experiences with PBL were positive ones for a number of reasons. First and foremost, when run properly, the students learn the material inside and out. This is true because part of problem-based learning is teaching various material to your peers. From personal experience I have found that if you can teach something, then you must understand it completely. Also, you are discussing the material with your peers. This means that everyone is at the same academic level and ideas are discussed and explained in a fashion that everyone can understand. In the PBL group there are also individuals from different backgrounds. So,  where one student may fall short in explaining a concept, there is a good chance that another will be able to help. 

Besides learning the subject material thoroughly, the students also learn several other skills. For example, the students learn responsibility. Each student has an obligation to his group to do his share of the work. If he does not complete his particular task, it is not only the individual student who suffers, but rather the entire group. This ramification motivates the PBL student to complete his assignment thoroughly and on time. A studentâs research skills are also polished through problem-based learning. The PBL problems offer only minimal information, which means that it is the job of the students to go out and look up large amounts of information. Having to do so on a regular basis really sharpens research abilities. As one last example, problem-based learning helps boost speaking and discussing skills. During each session, the PBL students must present new information in a way that can be clearly and easily understood by everyone. Then the information must be discussed and pieced together logically to solve the problem. Finally, the answer to the problem is presented to the class by the presenter of the group. Such a format requires that even the quietest of students come out of their shell.

Problem-based learning is not without its pitfalls, however. As previously mentioned, it is vitally important that each member of the group pull her or his weight. Unfortunately, in my experience this is not always the case. When one member is not as motivated as the rest and fails to perform his task, the entire group is hurt. Another common negative occurrence in PBL groups is the domination of a particular group member. Some people have a domineering personality that causes them to monopolize conversations and discussions. However, in order for PBL to be entirely effective, it is necessary that each group member fully participate and pitch in her or his two cents. Finally, many individuals have difficulty breaking out of the age old lecture format and adjusting to the new PBL format of learning. This fear of change could prevent the student from succeeding in the course.

Despite the negatives that exist, I am convinced that problem-based learning is an exceptional way to learn. Essentially, problem-based learning prepares students for life. In the real world, you are not handed the answer. Regardless of whether you are a doctor, a businessman, or a mechanic, everyone uses problem-solving skills on and off the job. I consider my experiences with problem-based learning invaluable and, given the opportunity, I wouldn'ât hesitate to take a PBL course in the future.