Introducing a New Model for Introductory Biology that Integrates Sociologically Relevant Content and Inclusive Practice

Program Abstract: This project introduces an alternative organizing framework to introductory biology classes based on addressing scientific problems relevant to today’s developing biologists. Students across four sections of introductory biology were either taught using a traditional structure that covered standard biological content in typical order (basic chemistry, macromolecules, organelles, cellular division, etc.) or a framework based on investigating colon cancer, which disparately affects populations in the Delta regions of the United States. In the latter structure, students investigated real-world data and considered how biological phenomena like genetic mutation impact protein function and treatment outcomes while investigating how historical practices like redlining correlate to health disparities. Students were introduced to foundational concepts, but content order was dictated by what aspect of colon cancer was being discussed. We will present the course outline, learning objectives, outcomes, and an example series of class sessions and activities introductory biology is reimagined to be more relevant.