1. Upending my Biological Diversity course Started three years ago when Botany and Zoology were collapsed into one semester. Taught a similar course at three schools …freshmen at the other schools, sophomores at Brescia. Students at Brescia struggle with the course more than students at my previous schools. Performance, especially on lab practicals has declined rapidly in the three years at Brescia. Students seem to be struggling with amount of content, taxonomy, and specimen recognition. Background from https://www.virtualmuseum.ca/Exhibitions/Mushroom/Francais/Species/piloboluskleinii.html/, accessed July 17, 2009https://www.virtualmuseum.ca/Exhibitions/Mushroom/Francais/Species/piloboluskleinii.html/

2. Question Will an open-ended, learner-centered approach to a content-laden course improve student learning and retention of content? –Short version: Start the semester with a large number of specimens, a vocabulary/concept bank. Work with students to develop classification schemes for the collection. Background from, http://uglyoverload.blogspot.com/2007/09/worlds-largest-terrestrial-crustacean.html, accessed July 17, 2009http://uglyoverload.blogspot.com/2007/09/worlds-largest-terrestrial-crustacean.html

3. Why is it interesting? For me –I’ve never been happy with the lecturing. –Classifications are changing rapidly so I feel less tied to the taxonomic content. –Students do not retain terms/concepts and DO NOT receive passing scores without “help.” For others? –Lots of first-generation and ESL students –More thorough integration of lecture and lab content Background from, http://www.esu.edu/~milewski/intro_biol_two/lab_3_seed_plts/Welwit_plant_namibia.htm, accessed July 17, 2009lhttp://www.esu.edu/~milewski/intro_biol_two/lab_3_seed_plts/Welwit_plant_namibia.htm

4. Experimental design Quantitative –Use a pre/post lab practical(s) to test for specimen recognition ability and content. –Use similar/identical questions from previous years on midterms. Qualitative –Monitor intellectual development with a reflective journal. –Use “unknown” specimens to test whether students have gained the skill to apply the cladograms they develop. –Give some form of an attitude assessment to the 2010 students. May be able to give an assessment to 2009 students (valid?). Background from, http://www.lanesville.k12.in.us/lcsyellowpages/Tickit/Carl/giardia01.gif, accessed July 17, 2009http://www.lanesville.k12.in.us/lcsyellowpages/Tickit/Carl/giardia01.gif