Rethinking Rigor Through Active Learning and Team-Based Instruction
This article is part of the AAI Teaching Tools series. More articles can be found in the Teaching Tools section. Archived articles can be found on the AAI website.
by Nurcan Kiliç
PhD student at University of North Dakota
For many undergraduate students, immunology can feel overwhelming. The field requires students to understand complex interactions among immune cells, signaling pathways, cytokines, and disease mechanisms while also learning a large amount of unfamiliar terminology. In many traditional science courses, success is often associated with memorization and performance on high-stakes exams. Although these methods may measure short-term recall, they do not always support the deeper conceptual understanding and long-term retention needed for clinical and scientific application.
Beyond memorization
To address these challenges, the undergraduate Introduction to Immunology (BIMD 328) course at the University of North Dakota School of Medicine & Health Sciences was redesigned using principles of adult learning, flipped classroom instruction, and active learning strategies. The goal was to create a classroom environment that emphasizes engagement, collaboration, and application of immunological concepts rather than memorization alone. The course serves undergraduate (bachelor’s) students preparing for careers in medicine and other health-related professions.
The instructional design is grounded in Malcolm Knowles’ theory of andragogy, which describes principles for facilitating adult learning and emphasizes that adult learners benefit from learning experiences that are relevant, self-directed, and problem-centered (Knowles, 1984). Instead of relying primarily on in-class lectures, students review foundational material before class through prerecorded lectures, textbook readings, and guided notes. This structure allows students to focus on discussion, collaboration, and application of concepts during class.
Assurance tests
A typical week in this course begins with independent preparation using online learning materials. During class, students first complete Individual Readiness Assurance Tests (I-RATs) to assess their understanding of foundational concepts and encourage accountability. Students complete the I-RAT individually using an online response system, which automatically grades the responses to assess their understanding of the pre-class materials.
During the second weekly session, students work in groups on Team Progress Assurance Tests (T-PATs), which include more complex and application-based questions and are completed collaboratively as a team. The T-PATs build on the foundational concepts assessed in the I-RATs and allow students to apply their knowledge to more complex problems; T-PATs are manually graded by the instructor. These activities promote peer instruction, scientific discussion, and collaborative problem-solving while helping students build confidence in their understanding of immunology.
Each class session also incorporates active learning exercises and collaborative problem-solving activities. For example, students may analyze hypersensitivity reactions through patient scenarios, evaluate vaccination trends and herd immunity, or investigate immune dysfunction in disease states. These activities encourage students to synthesize information, interpret data, and apply immunological reasoning to real-world and clinically relevant situations. Each weekly module also includes a case study assignment in the course’s online learning management system.
Formative assessment
Another important component of the course design is the use of formative assessment in place of traditional high-stakes examinations. Student learning is evaluated through weekly quizzes, in-class activities, case studies, and collaborative assignments rather than cumulative exams. This approach promotes consistent engagement with course content while reducing the anxiety commonly associated with exam-centered STEM education. More importantly, assessments are intentionally designed to evaluate conceptual understanding and scientific reasoning instead of memorization alone.
Technology also plays a role in supporting engagement and participation. Interactive platforms are used for live polling, knowledge checks, and collaborative activities during class sessions. These tools help create an inclusive learning environment where students feel more comfortable participating, discussing ideas, and working through difficult concepts together. The emphasis on teamwork and interaction shifts students from passive listeners to active participants in the learning process.
Student feedback
Student feedback regarding the course has been largely positive, particularly in areas related to engagement, collaboration, and real-world relevance. Many students describe the course as more interactive and enjoyable than traditional lecture-based science courses. At the same time, some students initially perceive the course as “less rigorous” because it does not rely heavily on memorization or high-pressure exams. This reaction has led to important conversations about how rigor is defined in STEM education and whether students often associate stress and memorization with meaningful learning.
To further investigate these questions, a Scholarship of Teaching and Learning (SoTL) project is currently underway to examine both student learning outcomes and perceptions of intellectual challenge within the course.
Using pre- and post-course conceptual assessments alongside surveys and qualitative feedback, the project aims to determine whether active learning and formative assessment strategies improve conceptual understanding while also increasing engagement and reducing anxiety.
The implications of this work extend beyond immunology education. While active learning and formative assessment provide opportunities for students to engage deeply with course material, many students will eventually encounter high-stakes, multiple-choice assessments, including admissions and professional licensing examinations. An important area for ongoing evaluation is whether students who learn through active learning approaches are equally prepared to perform in these high-stakes testing environments.
Next steps
Future work will consider how active learning can be balanced with opportunities for students to develop familiarity with summative assessments and test-taking strategies. Research across STEM disciplines increasingly demonstrates that active learning environments can improve student understanding, retention, and participation.
By combining adult learning principles, team-based learning, and frequent low-stakes assessments, this course provides a model for creating a learning environment that is both academically challenging and supportive. This approach may also help students build a strong foundation of knowledge that can be useful when preparing for future high-stakes examinations.
Ultimately, this teaching approach challenges the idea that rigor must be defined by memorization and high-stakes testing. Intellectual challenges can also emerge through collaboration, critical thinking, and meaningful application of knowledge to authentic problems. By aligning instruction with adult learning principles, educators can create more engaging and supportive learning experiences for students studying complex scientific disciplines.
