SCALE(ing)-UP Teaching: A Case Study of Student Motivation in an Undergraduate Cancer Biology Course

• In Event: Roundtable Session 28
  In Roundtable Session: What’s in It for Me? Self-Efficacy and Student Engagement

Abstract

Demand for effective large class pedagogy is increasing. One method of instruction and course design intended for large classes, titled “SCALE-UP” (Student-Centered Active Learning Environment for Undergraduate Programs), involves structured teaching practices that encourage collaborative, active learning in a technology-rich environment. Our focus surrounds one undergraduate SCALE-UP Cancer Biology course at a large public polytechnic university. Due to the impressive student performance and engagement that deemed it more successful than its counterparts, we explored its implementation more deeply. Using the MUSIC Model of Academic Motivation as a framework, we assessed motivation and performance in a mixed methods research design. Data suggests that student motivation-based perceptions were generally high and we offer an analysis of the instructional practices considered most influential.

Authors

• Jessica Chittum, Virginia Polytechnic Institute and State University

• Jill Sible, Virginia Polytechnic Institute and State University

• Kathryne Drezek McConnell, Virginia Polytechnic Institute and State University