Table 6.
Project relevance to course goal accomplishment and overall pedagogy
| Postcourse survey statementsa | Meanb | Which projects were relevantc,d? |
| Content-specific course goals | ||
| F. These projects increased my ability to understand why and how cells are the units of life and why I should care about cells. |
4.48 | Disease Symposium Seminar (4.41) |
| Disease Review Article (4.30) | ||
| Journal Club (4.26) | ||
| Medical News Journalism (3.97) | ||
| Lab Report Written as a Primary Article (3.86) | ||
| G. These projects increased my ability to appreciate that cells hold the key to both human health and human disease. |
4.83 | Disease Symposium Seminar (4.82) |
| Disease Review Article (4.68) | ||
| Journal Club (4.43) | ||
| Medical News Journalism (4.03) | ||
| Lab Report Written as a Primary Article (3.74) | ||
| Process-specific course goals | ||
| H. These projects increased my engagement in the world of contemporary biology research. |
4.63 | Disease Symposium Seminar (4.7) |
| Disease Review Article (4.68) | ||
| Journal Club (4.55) | ||
| Lab Report Written as a Primary Article (3.98) | ||
| Medical News Journalism (3.89) | ||
| I. These projects increased my understanding of the scientific discovery process and how to think scientifically. |
4.58 | Journal Club (4.53) |
| Disease Symposium Seminar (4.44) | ||
| Disease Review Article (4.41) | ||
| Lab Report Written as a Primary Article (4.06) | ||
| Medical News Journalism (3.84) | ||
| J. These projects increased my ability to communicate science effectively both orally and in writing. |
4.86 | Disease Symposium Seminar (4.89) |
| Journal Club (4.83) | ||
| Disease Review Article (4.8) | ||
| Medical News Journalism (4.36) | ||
| Lab Report Written as a Primary Article (4.14) | ||
| K. These projects increased my ability to collaborate with my peers and integrate our individual talents. |
4.68 | Disease Symposium Seminar (4.81) |
| Journal Club (4.69) | ||
| Disease Review Article (4.63) | ||
| Lab Report Written as a Primary Article (3.91) | ||
| Medical News Journalism (2.83) | ||
| Supporting tripartite pedagogy | ||
| L. Experiential projects complemented and strengthened cell biology concepts I learned from lecture and laboratory-based instruction. |
4.54 | Journal Club (4.53) |
| Disease Symposium Seminar (4.44) | ||
| Disease Review Article (4.41) | ||
| Lab Report Written as a Primary Article (4.06) | ||
| Medical News Journalism (3.74) | ||
Students rated the postcourse statements according to the statement scale. The project rating scale was used to indicate which of the five experiential projects were relevant to each statement rating, as shown in the last column.
Statement scale: 1 = Strongly disagree; 2 = somewhat disagree; 3 = neutral/no opinion; 4 = somewhat agree; 5 = strongly agree.
Listed in order of relevance. Relevant projects (4.0 or more) are boldface.
Project rating scale: 1 = Detrimental; 2 = not relevant; 3 = somewhat relevant; 4 = relevant; 5 = most relevant.