1887

A One-Year Introductory Biology Majors’ Lab Sequence Incorporating

    Authors: Merrilee F. Guenther1,*, Stacey L. Raimondi1, Tamara L. Marsh1
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    Affiliations: 1: Department of Biology, Elmhurst College, Elmhurst, IL 60126
    AUTHOR AND ARTICLE INFORMATION AUTHOR AND ARTICLE INFORMATION
    • Received 07 June 2018 Accepted 30 November 2018 Published 26 April 2019
    • ©2019 Author(s). Published by the American Society for Microbiology
    • [open-access] This is an Open Access article distributed under the terms of the Creative Commons Attribution-Noncommercial-NoDerivatives 4.0 International license (https://creativecommons.org/licenses/by-nc-nd/4.0/ and https://creativecommons.org/licenses/by-nc-nd/4.0/legalcode), which grants the public the nonexclusive right to copy, distribute, or display the published work.

    • Supplemental materials available at http://asmscience.org/jmbe
    • *Corresponding author. Mailing address: Department of Biology, Elmhurst College, 190 Prospect Ave., Box 112, Elmhurst, IL 60126. Phone: 630-617-3610. Fax: 630-617-6474. E-mail: [email protected].
    Source: J. Microbiol. Biol. Educ. April 2019 vol. 20 no. 1 doi:10.1128/jmbe.v20i1.1636
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    Abstract:

    The introduction of Vision and Change by AAAS and the recommendation that biology departments amend their curricula to focus on key concepts and skills necessary for graduates have led to a re-envisioning of introductory curricula across the nation. Many of the “standard” biology text books have realigned their focus with Vision and Change, while new texts have emerged that completely revise how we teach introductory biology majors. One such textbook is (ICB), by Campbell, Heyer, and Paradise. Many departments, including ours, have adopted this text as a novel way to teach biology majors, focusing on active learning, the scientific method, and specifically, understanding data. However, with all of these revisions to biology textbooks, there have been no revisions or insights into corresponding labs for a typical 1-year introductory course sequence. Here, we provide a description of our 1-year lab sequence, emphasizing the scientific method and novel research, with a focus on the five “Big Ideas” presented in ICB. By removing the “cookbook” labs typical of most introductory laboratory courses, we found that this system better emphasized the focus of Vision and Change and, concomitantly, student appeared to enjoy the lab sequence and see the relevance to class material better, compared to previous years. We believe that this lab organization is a simple design that is not resource-intensive and can be utilized at schools of any size or budget.

References & Citations

1. American Association for the Advancement of Science 2011 Vision and change in undergraduate biology education: a call to action: a summary of recommendations made at a national conference organized by the American Association for the Advancement of Science July 15–17, 2009 Washington, DC
2. Freeman S, Eddy SL, McDonough M, Smith MK, Okoroafor N, Jordt H, Wenderoth MP 2014 Active learning increases student performance in science, engineering, and mathematics PNAS 111 23 8410 8415 10.1073/pnas.1319030111 24821756 4060654 http://dx.doi.org/10.1073/pnas.1319030111
3. Campbell AM, Heyer LJ, Paradise CJ 2018 Integrating concepts in biology Trunity Palo Alto, CA
4. Luckie DB, Hoskinson AM, Griffin CE, Hess AL, Price KJ, Tawa A, Thacker SM 2017 Integrating concepts in biology textbook increases learning: assessment triangulation using concept inventory, card sorting, and MCAT instruments, followed by longitudinal tracking CBE Life Sci Educ 16 ar20 1 10 10.1187/cbe.16-06-0204 http://dx.doi.org/10.1187/cbe.16-06-0204
5. Nandini S, Sarma SSS 2004 Effects of Aeolosoma sp. (Aphanoneura: Aeolosomatidae) on the population dynamics of selected cladoceran species Hydrobiologia 526 157 163 10.1023/B:HYDR.0000041607.83808.67 http://dx.doi.org/10.1023/B:HYDR.0000041607.83808.67

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2019-04-26
2019-08-22

Abstract:

The introduction of Vision and Change by AAAS and the recommendation that biology departments amend their curricula to focus on key concepts and skills necessary for graduates have led to a re-envisioning of introductory curricula across the nation. Many of the “standard” biology text books have realigned their focus with Vision and Change, while new texts have emerged that completely revise how we teach introductory biology majors. One such textbook is (ICB), by Campbell, Heyer, and Paradise. Many departments, including ours, have adopted this text as a novel way to teach biology majors, focusing on active learning, the scientific method, and specifically, understanding data. However, with all of these revisions to biology textbooks, there have been no revisions or insights into corresponding labs for a typical 1-year introductory course sequence. Here, we provide a description of our 1-year lab sequence, emphasizing the scientific method and novel research, with a focus on the five “Big Ideas” presented in ICB. By removing the “cookbook” labs typical of most introductory laboratory courses, we found that this system better emphasized the focus of Vision and Change and, concomitantly, student appeared to enjoy the lab sequence and see the relevance to class material better, compared to previous years. We believe that this lab organization is a simple design that is not resource-intensive and can be utilized at schools of any size or budget.

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