Coteaching to Bridge the Gap Between Introductory-Level and Upper-Division Biology Courses at a Four-Year Institution.
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| Title: | Coteaching to Bridge the Gap Between Introductory-Level and Upper-Division Biology Courses at a Four-Year Institution. |
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| Authors: | Maisva, Takunda1,2 (AUTHOR), Hall, Sarah E.1 (AUTHOR), Wiles, Jason R.1 (AUTHOR) jwiles01@syr.edu |
| Source: | Journal of College Science Teaching. May/Jun2026, Vol. 55 Issue 3, p226-234. 9p. |
| Subject Terms: | *Curriculum alignment, *Prerequisites (Education), *Teaching teams, *STEM education, *Higher education, *Biology education, *Academic achievement, Biology |
| Abstract: | Instructors of upper-division STEM courses in college and university settings generally expect that prerequisite introductory courses will establish foundational knowledge, preparing students for their advanced courses. Too often, this expectation is held without an informed idea of what exactly is taught in gateway classes. Moreover, students in introductory courses tend to view learning in their introductory courses as primarily important for the class they are currently taking, rather than considering how it will carry forward to future classes. To bridge contexts between introductory-level courses and upper-division courses, we explored a coteaching model in which the prerequisite content for an upper-division course is taught in an introductory course by the instructors who teach the follow-on course, explicitly drawing connections between introductory and advanced courses. Using a nonequivalent control-group design, we compared student performance in iterations of the introductory course and performance in a follow-on course with and without coteaching involvement of the upper-division instructor. Quantitative and qualitative results indicate positive outcomes, including better performance in the follow-up course and positive student feedback on the coteaching experience. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of College Science Teaching is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 193015233 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Coteaching to Bridge the Gap Between Introductory-Level and Upper-Division Biology Courses at a Four-Year Institution. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Maisva%2C+Takunda%22">Maisva, Takunda</searchLink><relatesTo>1,2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Hall%2C+Sarah+E%2E%22">Hall, Sarah E.</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Wiles%2C+Jason+R%2E%22">Wiles, Jason R.</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> jwiles01@syr.edu</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Journal+of+College+Science+Teaching%22">Journal of College Science Teaching</searchLink>. May/Jun2026, Vol. 55 Issue 3, p226-234. 9p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Curriculum+alignment%22">Curriculum alignment</searchLink><br />*<searchLink fieldCode="DE" term="%22Prerequisites+%28Education%29%22">Prerequisites (Education)</searchLink><br />*<searchLink fieldCode="DE" term="%22Teaching+teams%22">Teaching teams</searchLink><br />*<searchLink fieldCode="DE" term="%22STEM+education%22">STEM education</searchLink><br />*<searchLink fieldCode="DE" term="%22Higher+education%22">Higher education</searchLink><br />*<searchLink fieldCode="DE" term="%22Biology+education%22">Biology education</searchLink><br />*<searchLink fieldCode="DE" term="%22Academic+achievement%22">Academic achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Biology%22">Biology</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Instructors of upper-division STEM courses in college and university settings generally expect that prerequisite introductory courses will establish foundational knowledge, preparing students for their advanced courses. Too often, this expectation is held without an informed idea of what exactly is taught in gateway classes. Moreover, students in introductory courses tend to view learning in their introductory courses as primarily important for the class they are currently taking, rather than considering how it will carry forward to future classes. To bridge contexts between introductory-level courses and upper-division courses, we explored a coteaching model in which the prerequisite content for an upper-division course is taught in an introductory course by the instructors who teach the follow-on course, explicitly drawing connections between introductory and advanced courses. Using a nonequivalent control-group design, we compared student performance in iterations of the introductory course and performance in a follow-on course with and without coteaching involvement of the upper-division instructor. Quantitative and qualitative results indicate positive outcomes, including better performance in the follow-up course and positive student feedback on the coteaching experience. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Journal of College Science Teaching is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/0047231X.2025.2599741 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 9 StartPage: 226 Subjects: – SubjectFull: Curriculum alignment Type: general – SubjectFull: Prerequisites (Education) Type: general – SubjectFull: Teaching teams Type: general – SubjectFull: STEM education Type: general – SubjectFull: Higher education Type: general – SubjectFull: Biology education Type: general – SubjectFull: Academic achievement Type: general – SubjectFull: Biology Type: general Titles: – TitleFull: Coteaching to Bridge the Gap Between Introductory-Level and Upper-Division Biology Courses at a Four-Year Institution. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Maisva, Takunda – PersonEntity: Name: NameFull: Hall, Sarah E. – PersonEntity: Name: NameFull: Wiles, Jason R. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 05 Text: May/Jun2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 0047231X Numbering: – Type: volume Value: 55 – Type: issue Value: 3 Titles: – TitleFull: Journal of College Science Teaching Type: main |
| ResultId | 1 |
