Inquiry-based Collaborative Learning in Physiology-based Lab Exercises: A Two Phased Approach

Marymount College, Tarrytown NY

Investigators

Abstract

Biological Sciences (61) Marymount College, a women's college, is incorporating a collaborative inquiry-based approach to teaching physiological principles in six laboratory courses by making data collection, analysis and presentation consistent with present technology. This incorporation involves two phases and aims to overcome present impediments of incomplete and inconsistent experimental data collection, low student participation and lack of time for students to thoroughly understand concepts. The project is adapted from a NSF-funded program for physiology-based courses at Goshen College (CCLI # 9950383). Students are using more graphic data representation and apply critical thinking skills to data analysis and the development of creative hypotheses. Evaluation of critical thinking skills is being inventoried through questionnaires and surveys. Dissemination of assessment will occur through participation in undergraduate conferences, publications and development of Web sites.