Agro 1101 Biology of Plant Food Systems and the Environment Course Team: Kevin Smith Mary Brakke Seth Zeigler J. D. Walker Paul Baepler

Background Biology course for non-science majors CLE Environment theme two 1:15 lectures one 3:00 lab Typically ~ 100 students Diverse majors, colleges Skewed toward freshman

Main Learning Goals Gain a better understanding of fundamental biological concepts (the nature of inheritance; cellular energy acquisition and use; plant form, function and growth; and ecosystem functions) and of the connections between people and the biosphere. Acquire a better understanding of how observation, theory construction, experimentation, and analysis and interpretation of data are used in science to create knowledge. Develop fundamental skills in asking questions, seeking, finding and evaluating information, proposing solutions and forming opinions and understand the significance of these activities in scientific as well as non-scientific domains.

History Course first taught in 1997 Lecture based until 2000 PBL introduced in 2003 –Help motivate students –Increase engagement (attendance) in lecture –Make content more relevant –Focus on problem-solving or critical thinking skills

Problem-based Learning Approach Organize ideas / Assess current understanding Pose questions Assign research responsibilities Research questions; summarize, analyze Reconvene, report on research Integrate new information; Refine questions Resolution / Reflection

Agro 1101 Lecture Problems Farming and Food Are GMO’s Safe Dead Zone Lab Prairie vs soybean field Macromolecules in plant seeds Malting / brewing barley Detecting GMOs using PCR Semester greenhouse project

Challenges Students have difficulty making connections between what happens in lecture and lab Lack of interest or lack of motivation Attendance Lots of assignments / grading Assessing effectiveness of various teaching methods or approaches Enhancing PBL approach Group work

Intervention/Rationale Pre-lab quizzes Attend lab and work specific examples or problems encountered in the lab into the lecture. Reduce the number of problems from four to three. Utilize WebCT tools: discussion, quizzes, surveys Structure group projects

Evaluation Design (plans, etc.) Survey results, trends Record attendance Pre and post assessment –Biological literacy –Critical analysis Focus group (Seth) Student representative (Seth) Adoption of group work best practices