Monday, August 3, 2009
Exhibit Hall NE & SE, Albuquerque Convention Center
Background/Question/Methods Teaching introductory biology as part of a learning community provides unique opportunities to offer students engaging interdisciplinary assignments. The objectives in developing the learning communities described here were to facilitate effective research and communications skills and to improve biological literacy in students by expanding the curriculum beyond the textbook. During fall semester 2008, an introductory biology class was linked to a speech class. The biology students were assigned to research and write a report about the life, research, and discoveries of various prominent biologists. The written reports were distributed to speech students, who were then assigned to deliver a speech about the scientist. The biology students later viewed and evaluated the speeches. A similar approach was adopted during spring semester 2009, where an introductory biology course was linked to a communications course. Biology students wrote short papers answering questions related to the typical course content, such as “Why is biodiversity important?” and “Have scientists discovered any new animal species recently?” Communications students prepared and delivered videotaped presentations about these topics, and biology students critiqued the content and accuracy of the presentations.
Results/Conclusions Students in these learning communities gained experience in researching biology-related topics and in utilizing reputable sources of scientific information. In addition, speech students were exposed to biological topics in the context of their speech course. The connection between the courses illustrated to students the importance of effective written and oral communications skills across the curriculum, and fostered biological, scientific, and ecological literacy.
