Richard Pool, Gregory D. Turner* & S. Anne Böttger Department of Biology, West Chester University, PA * Presenting Author Importance of Ecological Topics in Introductory Biology Courses at Urban, Suburban and Rural Universities Ecology Education: A Reality Abstract General and Ecology Coverage in Introductory Biology The study of ecology arose in the mid-19th century from a combination of natural history and geology and is presently defined by the ESA as the scientific discipline that is concerned with the relationships between organisms and their past, present, and future environments. Effective application of ecology to global problems depends in part on educating higher education students to nurture their interests in ecology. As the initial exposure to further studies, introductory courses take on added importance in these transforming times in biological education. Two thirds of biology instructors consider the key concepts of ecology essential for introductory biology courses. Nevertheless, a 2004 survey of biology department administrators found very little difference in introductory biology curricula between 2004 and a similar survey from 1990. This study aimed to determine the percentage and therefore importance of course time allocated to ecological topics. Lab and lecture syllabi were evaluated and content was grouped into eight topic categories, including Ecology. Percentages of topic coverage were calculated and analyzed using a one-way ANOVA. Overall there was no significantly different time allocated to ecological topics in the different higher education institutions surveyed. However, percentages of ecological topics covered in Introductory biology courses were significantly lower than expected according to educator surveys. Our results therefore indicate that the importance of ecological course content received the coverage it should, according to educator surveys. Physiology (3) and Biochemistry/Cell & Molecular Biology (1) received highest coverage; ecology did receive the highest coverage at two of the schools examined. Average Topic Coverage Highest Topic Coverage 35 Notice: Topic numbers are as follows Biochemistry/ Cell & Molecular (2) Genetics (3) Physiology (4) Development (5) Ecology (6) Evolution (7) Taxonomy (8) Undefined 18 LECTURE Topics LAB Topics LECTURE Topics LAB Topics 14 25 10 Percentage Coverage (%) Numbers of Universities 15 6 5 2 1 2 3 4 5 6 7 8 1 2 3 4 5 6 7 8 Topics by Numbers Topics by Numbers Ecology in Introductory Biology Topics in Rural, Suburban and Urban Universities Location had no significant impact on the amount of ecology taught, but rural schools taught more biochemistry/cell & molecular biology and less taxonomy, while urban schools taught more physiology. Rural Suburban Urban Essential Topics in Introductory Biology Notice: Topic numbers are as follows Biochemistry/ Cell & Molecular (2) Genetics (3) Physiology (4) Development (5) Ecology (6) Evolution (7) Taxonomy (8) Undefined 35 35 35 LECTURE LAB LECTURE LAB LECTURE LAB In 2009 members of the two-year and four-year college and university divisions of the National Association of Biology Teachers (NABT) were surveyed to identify topics they considered essential for inclusion in introductory biology courses (Gregory et al. 2011). 25 25 25 Notice: Percentages of NABT two- and four-year college section members who identified specific topics as "essential" for introductory biology courses. Evolution was chosen as essential by the highest %, though overall topics in molecular, biochemical and physiological biology predominated. Even so, the ecological subjects of ecosystems/conservation & populations/communities were considered essential by all NBTA members. Color coding & numbers determined according to categories chosen in the current study (section below) & dependent on lecture/lab topics in syllabi. Percentage Coverage (%) Twenty (20) Essential Topics (Gregory et al. 2011) 15 15 15 100 (1) Biochem/Cell&Mol. (3) Physiology (6) Evolution (5) Ecology (7) Taxonomy (2) 5 5 5 80 60 1 2 3 4 5 6 7 8 1 2 3 4 5 6 7 8 1 2 3 4 5 6 7 8 Importance (%) Topics by Numbers Topics by Numbers Topics by Numbers 40 Topic Coverage compared to Surveys 20 Topic coverage for ecology was as recommended by Gregory et al., however Biochemistry/Cell & Molec. Biology and Evolution received higher coverage than recommended, while Genetics received less. 0.1 0.2 0.3 LECTURE Topics LAB Topics Percentage Coverage (%) 5 4 3 2 1 6 7 8 Topics by Numbers Topic Coverage: Gregory et al and current study Mendelian Genetics Notice: Topic numbers are as follows Biochemistry/ (5) Ecology Cell & Molecular (2) Genetics (6) Evolution (3) Physiology (7) Taxonomy (4) Development (8) Undefined Topic colors (columns) are in accordance with colors previously defined (Investigating Biology Courses) Bienergetics DNA Protein Enzymes Cell Cycle Respiration Transport PN Meiosis Cell function Reproduction Evolution Recombination Speciation Gene flow Ecosystems Communities Diversity (A) Diversity (P) Investigating Introductory Biology Courses Participating Institutions Lecture and lab topics were sorted into eight categories for analysis: (1) biochemistry/cellular/molecular: study of morphology, function and cell regulation; (2) genetics: study of genes at all levels; (3) physiology: study of functions; (4) developmental: study of development, differentiation, growth; (5) ecology: study of relationships between organisms and their environments; (6) evolution: study of changes in gene frequency, ancestry in populations; (7) taxonomy: naming, describing, classifying organisms; and (8) undefined: topics not matching any categories. Notice: Locations are organized as green = rural, blue = suburban, red= urban This study was made possible by the gracious contribution of course syllabi from more than fifty faculty members at universities in Pennsylvania, New York and Maryland, who shared their work. Thanks also go to Dr. Gestl of West Chester University for his guidance and encouragement and to Lucie Pool for hours of data entry and invaluable support. Acknowledgements: Gregory, E., Ellis, J.P., Orenstein, A.N. (2011) A Proposal for a Common Minimal Topic Set in Introductory Biology Courses for Majors.The American Biology Teacher, 73(1):16- 21. Cheesman, K., French D., Cheesman, I., Swails, N.,Thomas, J. (2007) Is There Any Common Curriculum for Undergraduate Biology Majors in the 21st Century? BioScience, 57(6): 516-22. References: