The Fourth Credit Hour: How Do We Teach in Biology Discussion Sections?
Saved in:
| Title: | The Fourth Credit Hour: How Do We Teach in Biology Discussion Sections? |
|---|---|
| Language: | English |
| Authors: | Liam O. Mueller, Manvir Bamrah, Katherine L. Petrie, Ella Tour, Lisa McDonnell, Stanley M. Lo, Clara L. Meaders |
| Source: | CBE - Life Sciences Education. 2026 25(1). |
| Availability: | American Society for Cell Biology. 8120 Woodmont Avenue Suite 750, Bethesda, MD 20814-2762. Tel: 301-347-9300; Fax: 301-347-9310; e-mail: ascbinfo@ascb.org; Website: https://www.lifescied.org/ |
| Peer Reviewed: | Y |
| Page Count: | 16 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Science Instruction, Teaching Methods, Biology, Student Attitudes, Teaching Assistants, Discussion (Teaching Technique), Student Experience, Learner Engagement, Attendance, Sense of Belonging, Research Universities, Public Colleges, College Science, College Students, In Person Learning, Electronic Learning |
| DOI: | 10.1187/cbe.25-08-0185 |
| ISSN: | 1931-7913 |
| Abstract: | Discussion sections are scheduled course meetings led by a teaching assistant (TA). Goals of these meetings may include: providing additional content practice, access to instructional support, and promoting a student's sense of belonging. As such, sections ideally include smaller groups of students and involve active learning. However, little is known about broad patterns in discussion section instruction and student experiences. To characterize student experiences in discussion sections, we surveyed [approximately]5000 students enrolled in 19 different biology courses covering 193 discussion sections at one institution in spring and fall 2023. Discussion sections varied in size (32 - 400 + students) and modality, with students participating either in-person or remotely. Students in remote discussion sections reported receiving significantly higher amounts of lecture from TAs compared with students in in-person sections, and these shifts in activity significantly modified their sense of belonging. Inductive thematic analysis of qualitative responses identified several themes regarding aspects of discussion sections that students felt were helpful (e.g., increased access to support) or unhelpful (e.g., environments not conducive to learning). Our findings offer insights into the different ways discussion sections are used in large biology programs and provide data to inform future discussion section design. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1499576 |
| Database: | ERIC |
| Abstract: | Discussion sections are scheduled course meetings led by a teaching assistant (TA). Goals of these meetings may include: providing additional content practice, access to instructional support, and promoting a student's sense of belonging. As such, sections ideally include smaller groups of students and involve active learning. However, little is known about broad patterns in discussion section instruction and student experiences. To characterize student experiences in discussion sections, we surveyed [approximately]5000 students enrolled in 19 different biology courses covering 193 discussion sections at one institution in spring and fall 2023. Discussion sections varied in size (32 - 400 + students) and modality, with students participating either in-person or remotely. Students in remote discussion sections reported receiving significantly higher amounts of lecture from TAs compared with students in in-person sections, and these shifts in activity significantly modified their sense of belonging. Inductive thematic analysis of qualitative responses identified several themes regarding aspects of discussion sections that students felt were helpful (e.g., increased access to support) or unhelpful (e.g., environments not conducive to learning). Our findings offer insights into the different ways discussion sections are used in large biology programs and provide data to inform future discussion section design. |
|---|---|
| ISSN: | 1931-7913 |
| DOI: | 10.1187/cbe.25-08-0185 |
