Introducing Student Presentations into Genetics Lecture: Impact on Motivation, Performance and Presentation Skills Rongsun Pu, Kean University, NJ Learning problem: Lack of background, interest and/or motivation in Genetics Lecture for majors Consequence (anecdotal): low knowledge retention

Research Question & Design What is the impact of introducing student presentations in Genetics Lecture on Student motivation? Test performance? Presentation skills? Student Population: Diverse background, many underprepared Current format: 2x75 min lectures / wk, students / section Proposed format: One major unit → student presentations (teams of 2, 2-3 weeks) Others units: same old

Importance of Research Question Student motivation is tied to performance in class Presentations help students gain communication skills, not just content knowledge

Assessment Do presenters do better than non-presenters on their own topic? test scores Do non-presenters do better than students in lecture- only format (from previous years)? test scores Measure voluntary attendance during presentation weeks and lecture weeks; compare with previous years Presentation skills surveys

Implementation Pairs of students choose topic w/ instructor approval Research on definition of genetic terms, history, pedigree, notable example, etc Instructor helps with research, ppt design and organization 3-5 min questions/feedback 2-3 weeks’ of presentations Presentation graded with provided rubrics All topics presented appear on exams

Implementation Unit = inheritance mechanisms of human (and other common) traits Topics –Dominance / recessiveness –Incomplete dominance –Codominance –Genomic imprinting –Lethal alleles –Multiple alleles –Multiple genes –Epistasis –Temperature-sensitive alleles –Etc