A case-based approach to teaching evolutionary biology

• In Event: Science Education Oral Session 1

Abstract

Evolutionary concepts can be difficult to master as they are theoretical, conceptual, and quantitative. This requires higher-levels critical thinking and fairly sophisticated analytical skills of students. Evolution is a broad-scale synthesis of all biological topics, which necessitates an understanding of fundamental biological concepts and an ability to apply and connect complex theoretical material. This expectation often comes with low grades and lack of motivation by students, both of which can lead to a general frustration with the course by students and professors alike. After years of struggling with these challenges, I sought to develop a new and more effective method by which evolution can be taught that would 1) increase student engagement; 2) use best-teaching practices; and 3) incorporate more active learning and group work; and 4) enhance student mastery of difficult concepts in evolutionary biology. Through the use of student-developed and student-led case studies, I have been able to increase student satisfaction in the course, increase my own enjoyment teaching the course, engage students in class through case studies and active learning, decrease DFW’s, and enhance student mastery of difficult theoretical evolutionary concepts such as trade-offs, gene by environmental interactions, population genetics, and epigenetics, to name a few. In this presentation, I will discuss how the students develop and teach using their case studies, different methods by which they can be implemented in the classroom, show a short demonstration of how they can be used, and talk about how professors and students can collaborate to produce publishable-quality case studies.

Author

• Raelynn Deaton Haynes, St. Edward's University