Reaching Rural Students: CARE Principles to Promote Student Engagement in College Biology Courses

Julie A. Birt; Marcelle A. Siegel

doi:10.1525/abt.2020.82.1.11

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Julie A. Birt,¹ Marcelle A. Siegel²

¹Julie A. Birt is a Postdoctoral Fellow in the Campus Writing Program at the University of Missouri, Columbia, MO 65211; e-mail: birtja@missouri.edu.
²Marcelle A. Siegel is an Associate Professor of Science Education in the Learning, Teaching and Curriculum and Biochemistry Departments at the University of Missouri; e-mail: siegelm@missouri.edu.

Abstract

Instructors at rural, two-year institutions have many insights that can inform biology instruction at other colleges to promote rural students' success in the sciences. We present four principles, derived from three case studies of experienced rural instructors, to consider when teaching rural students. These include connecting to students' lives, being attentive to their needs in and out of the classroom, having a rigorous curriculum, and providing expansive learning opportunities. These principles capitalize on the strengths of rural students rather than their shortcomings.

© 2020 National Association of Biology Teachers. All rights reserved. Please direct all requests for permission to photocopy or reproduce article content through the University of California Press's Reprints and Permissions web page, https://www.ucpress.edu/journals/reprints-permissions.

Citation Download Citation

Julie A. Birt and Marcelle A. Siegel "Reaching Rural Students: CARE Principles to Promote Student Engagement in College Biology Courses," The American Biology Teacher 82(1), 11-17, (21 January 2020). https://doi.org/10.1525/abt.2020.82.1.11

Published: 21 January 2020