Experiencing biomes at a zoo: Three years of utilizing 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. This year, “Experiencing Biomes at a zoo” was offered for the third-year in a row (2008-10) and was additionally challenging to implement because of the unseasonally inclement weather in the region. Teaching Ecology in the winter months in a snow-bound setting is difficult due to the inability to take students on field trips. Consequently, instructors have to rely on a plethora of in-class techniques (lectures, discussions, simulated hands-on activities, and audio-visual aids) to teach ecology. The proximity of Omaha's Henry Doorly Zoo, which is open year-round and has many wholly indoor exhibits (Desert Dome, Lied Jungle, Scott Aquarium, etc.), a variety of animals in on-site facilities (Cat Complex, Bear Canyon, etc.), and outreach facilities (Center for Conservation and Research), makes it a convenient surrogate for field-based observations and learning experiences. After an in-class explanation of biomes and basic ecological principles, the students were taken on 5 field trips to the zoo where they visited 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 the facilities and/or a group activity on each of the days. Students were required to maintain a daily journal of activity and in-class lectures, supplemented by nature videos, were interspersed between the zoo trips. 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.

Results/Conclusions   Over three years, the student interest in the course increased as indicated by maximal enrollment and representation of students from many majors on campus. The mean score for a pre-course assessment was 22.7, 43.6, and 45.6%, respectively, for the three years, with the increase in pre-test scores attributable to increased student knowledge of the course through peer interaction. At semester's end the post-test scores were 95.8, 89.3, and 88.9%, respectively. Based on feedback and suggestions from previous years, increased behind-the-scenes activities and educational sessions were organized with the zoo's experts. Student feedback indicated these interactions adequately supplemented class material and immensely enhanced the learning experience. The course delivery has enhanced student-learning with each year, indicating that inclement weather and budget-related concerns do not preclude the successful conduction of a course in ecology with surrogate field experiences provided by a zoo.