Biology Success! was an innovative NSF-funded project based at Landmark College in Putney, VT. Biology Success! asserts that students with learning differences can succeed in high school and college introductory biology courses when the curriculum has been designed to respond to their learning needs. The heterogeneous classes in America's schools are representative of the national average of between 10% and 20% of the population estimated to have dyslexia, attention-deficit disorder or other specific learning disabilities. We believe that these students can learn beside traditional learners in the biology classroom and laboratory, if science educators present and reinforce course content in a way that benefits the learning styles of those with learning differences. These same teaching and learning strategies can be beneficial to traditional learners as well.
Biology Success! asserts that students with learning differences can succeed in high school and college introductory biology courses when the curriculum has been designed to respond to their learning needs. The heterogeneous classes in America's schools are representative of the national average of between 10% and 20% of the population estimated to have dyslexia, attention-deficit disorder or other specific learning disabilities. We believe that these students can learn beside traditional learners in the biology classroom and laboratory, if science educators present and reinforce course content in a way that benefits the learning styles of those with learning differences. These same teaching and learning strategies can be beneficial to traditional learners as well.
Biology Success is now fully available online
The manual is available online: please email us at institute@landmark.edu if you would like an enrollment key to access the manual content.
The Cell Tour! interactive website (link opens in a new window)
This material is based on work supported by the National Science Foundation under Grant No. HRD - 0004264. Any opinions, findings, conclusions or recommendations expressed in this publication are those of the authors and do not necessarily reflect the views of the granting agency.
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