Table 2. Percent of students rating overall satisfaction with course organization and content over the last three years

1. Table 2. Percent of students rating overall satisfaction with course organization and content over the last three years. Good Excellent 2000 54.2% 28.8% 2002 52.4% 36.5% 2003 41.4% 53.4% The Use of Studio-Format Classes in an Introductory Biology Course Beth E. Leuck, Scott E. Chirhart, and Edwin E. Leuck, Centenary College of Louisiana • Introduction • In 2000 we designed and implemented a studio-format course to introduce majors and nonmajors to biological concepts. We abandoned the standard lecture-laboratory format and replaced our introductory course with a studio-format course in which material is presented by an instructor then immediately followed by an experiment, observation of a microscope slide, or participation in some other experiential activity by students. We made this change for the following reasons: • There was dissatisfaction among biology majors with the first course in our majors’ sequence (Cell Biology) with subsequent high attrition. • The high school background in biology among entering students was disparate. A course was needed that brought poorly prepared students to a level already obtained by better prepared students. At the same time, we wanted a course that could benefit students with good training in biology. • The assumption that nonmajors are unable to achieve the same level of competency as biology majors is questionable, and if we designed the course appropriately, we could require the same degree of mastery from both groups. Steps to Achieving Goals 1. Teaching biology as a process has been accomplished by spending a majority of the class time on laboratory activities (Table 1). Students must state a hypothesis prior to performing any experiment, and they design some experiments themselves. After completion of an experiment, students discuss their results, including whether the hypothesis was accepted or rejected. Table 1. Percent of time spent in different learning activities during a typical class session in Biology 101. Lecture 31.0% Laboratory activities 43.4% Other (Q & A; testing; breaks) 25.6% • Table 3. End-of-semester survey. Students could list more than one answer. • What students liked best about the course: • Teaching labs and lectures together • Instructor • Lab exercises • Quizzes every day • Content of course What students liked least about the course: • Length of class • Quizzes every day • Class after tests • Hard tests • Teaching labs and lectures together Steps to Achieving Goals 2. Technology has been incorporated into the course through the use of the LabPro Data Collection Interface from Vernier Software and Technology (www.vernier.com) connected to laptop computers (Figure 3). Sensors used in laboratory exercises include CO2, O2, pH, conductivity, temperature, and colorimeter. Students also use the sensors to collect data for their group research projects (Figure 4) and gain experience with Microsoft Excel, which is used to graph data. Course Description (catalog) Principles and Methods of Biology (Biology 101) Introduction to major biological phenomena and methods used to study them. Topics include evolutionary processes, cell structure and function, genetic and ecological principles, and diversity of life. Students will learn to apply the scientific method to the study of the above topics. • Course Goals • Teach biology as a process • Use hypothesis-driven, guided-inquiry laboratory experiments • Incorporate technology into the learning experience • Generate a high level of competency and interest among majors and nonmajors • Student Comments • “I am very satisfied with this class and feel as though I am learning more in this class than in other classes with labs.” • “I really like the idea of having a lab along with the lecture. That way I am able to visually see and experience what I have learned that day.” • “I liked having a lab to support the material as we go over it. This works really well.” • “I liked the integrated lab and lecture. It helped to be taught something and immediately be able to apply it.” • “I love the way this class is taught. It’s all inclusive which makes it easier to follow, instead of two separate classes.” • “It was fun (labs), interesting, and I retained a lot of what I learned instead of just memorizing then forgetting.” • “I love biology. Happy, happy, joy, joy.” • Course Design • Class meets twice a week for 2.75 hours • Open to majors and nonmajors • Maximum of 24 students/classroom • Room designed for listening to an instructor and doing group laboratory work (Figures 1 and 2) • Quizzes every day except on test days • Five exams plus a comprehensive final exam -both written questions and practical materials are included • Group research project performed outside of class Figure 3. Vernier equipment used during laboratory exercises. Pictured is CO2 probe recording yeast metabolic activity. Figure 4. Posters representing students’ group research projects from Fall 2002. Steps to Achieving Goals 3. Presently, biological competency is being assessed informally through performance on exams and performance in subsequent biology courses. We hope to eventually use a more formal assessment vehicle. Steps to Achieving Goals 4. Student interest in the course has increased each year that the course has been taught (Table 2). The six sections of the course offered every year are usually closed before registration ends. At the end of the course students are asked (anonymously) what they liked best and least about the course (Table 3). The course structure and instructor were rated as the most positive aspects of the course; the length of the course was the major complaint. • Acknowledgements We thank the Louisiana Board of Regents Support Fund Undergraduate Enhancement Program for renovating laboratory rooms and purchasing laptop computers and microcomputer-based laboratory (MBL) equipment. Students Maria Saucier and Robbie Dayton compiled data used in this study. Figure 1. Room design for studio format courses. Tables face front of the room but are designed for laboratory work. Figure 2. Students working at a table. All work is performed in groups of four students.