Experiencing biomes at a zoo: A second look at a non-traditional approach to teaching an ecological concept-based course at a liberal arts college

Background/Question/Methods In January, at Midland Lutheran College, NE, students can enroll in a solitary course during a 3-week long Interterm semester. One such course, “Experiencing Biomes at a zoo”, was offered again after a productive outing last year. Teaching Ecology in winter months is hampered by the inability to take students on field trips, forcing instructors to depend upon in-class lectures and audio-visual aids. However, the proximity to Omaha's Henry Doorly Zoo affords an opportunity to explain the concept of biomes to students outside of the classroom. The zoo is open year-round and has many wholly indoor exhibits (Desert Dome, Lied Jungle, Scott Aquarium, etc.), and a variety of animals in on-site facilities (Cat Complex, Bear Canyon, etc.). After an in-class explanation of biomes and basic ecological principles, the students were taken on 5 field trips to the zoo. On each trip they visited the exhibits associated with one of five major biomes – rainforest, desert, tundra, grassland, or aquatic. The Omaha zoo cooperated by arranging for behind-the-scenes tours of some of the facilities. To ensure active participation, students were required to maintain a daily journal of activity. In-class lectures, supplemented by nature videos, were interspersed between the zoo trips. An Audience Response System (Clickers) was also used to gauge student comprehension and performance. Students, working in groups, then gave a PowerPoint presentation on one of the biomes. Students also took biweekly quizzes and a comprehensive final exam on the material. Finally, students submitted a manuscript on the biome of interest. Results/Conclusions Apart from the course exams and quizzes, in order to assess student learning, a generic quiz was conducted at the start and completion of the course. The mean score for the pre-course assessment was 43.6% (range 13 to 71), while at the end of the semester it improved to 89.3% (range 73 to 100), an overall increase of 45.7%. In response to feedback from the previous year, zoo trips were spaced apart with lectures in between, which facilitated better understanding of the exhibits and information at the zoo. Clickers, used in every lecture to assess student understanding and participation, were favorably received by the students based upon semester-end evaluations. This course successfully demonstrates that even with imposed restrictions (limited budget, paucity of resources, and inclement weather) students can still gain a well-rounded perspective of all the issues that need to be considered when discussing important environmental and ecological topics.