title: The College Science Learning Cycle: An Instructional Model for Reformed Teaching.
abstract: Finding the time for developing or locating new class materials is one of the biggest barriers for instructors reforming their teaching approaches. Even instructors who have taken part in training workshops may feel overwhelmed by the task of transforming passive lecture content to engaging learning activities. Learning cycles have been instrumental in helping K-12 science teachers design effective instruction for decades. This paper introduces the College Science Learning Cycle adapted from the popular Biological Sciences Curriculum Study 5E to help science, technology, engineering, and mathematics faculty develop course materials to support active, student-centered teaching approaches in their classrooms. The learning cycle is embedded in backward design, a learning outcomes-oriented instructional design approach, and is accompanied by resources and examples to help faculty transform their teaching in a time-efficient manner.
authors.affiliation: Department of Biology, West Virginia University, Morgantown, WV 26506 michelle.withers@mail.wvu.edu.
authors.forename: Michelle
authors.initials: M
authors.lastname: Withers
mesh_terms: D003663:Decision Trees; D015870:Gene Expression; D005823:Genetics / Q000193:education; D006801:Humans; D017145:Models, Educational; D012586:Science / Q000193:education*; D013663:Teaching; D014495:Universities