Session T-11 - Topics: Aligning Student-centred Assessments; Curriculum Integration Approach to Teaching Biology; Engineering Education

Active learning model employs groupwork, interactive lecturing, activities, and constructive feedback to engage students with the course content. This fosters student autonomy through discussion, problem-solving, and metacognition. Two active learning strategies will be discussed in combination: student-led, small group tutorials and two-stage exams. Our approach aims to align pedagogic and assessment methods by utilizing the small group, student-centered model throughout the term. Small group tutorials, in conjunction with two-stage exams, have been implemented at McGill in the large enrollment organic chemistry I/II courses since 2023. This presentation will discuss the logistics of our tutorials and exams, student feedback, and evolution of our methods over the last three years.

Linked or team‑taught courses can support interdisciplinary learning, yet they remain uncommon. This study integrated chemistry concepts—energy, bonds, and thermodynamics—into a cell biology course through targeted activities and assessments. Compared with a controls and existing literature, students showed improved understanding that energy released in reactions comes from forming new bonds, with some achieving advanced‑level reasoning. However, only one‑third demonstrated this understanding. Results also indicate confusion around activation energy and exergonic reactions. The approach shows promise but requires significant instructor effort.

This project developed a conference-based learning module in a bioengineering class, evaluating student engagement through interdisciplinary exploration and collaborative problem-solving. Students reflected on real-world synthetic biology challenges, the effectiveness of peer feedback, and their engagement. The research explored whether student-led conferences promote student engagement and initiative, improve professional skills, and promote student interest for future professional careers. The findings will highlight the interconnection between student engagement and interdisciplinary learning, providing insight on standardized teaching structure fostering student autonomy and innovation.