Two sections of an introductory microbiology course were taught by one instructor. One was taught through a hybrid format and the other through a traditional format. Students were randomly assigned to the two sections. Both sections were provided with identical lecture materials, in-class worksheets, in-class assessments, and extra credit…

Learning optical mineralogy requires students to integrate a complex theory with microscope manipulations and image interpretation. To assist student learning, we performed lecture demonstrations during which digital photomicrographs were taken and delivered to students using Tablet PCs, whereupon they were imported into note-taking software and…

The lecture content of a Plant Biology class for non-majors was transformed from a traditional on-campus lecture to an asynchronous website for use both as a stand-alone internet-based course and as an adjunct to the on-campus course. Additional information and examples of the online interactive activities included in PLB 108, Concepts in Plant…

Describes reform efforts in science education at Northern Arizona University that emphasize active, inquiry-based learning in introductory biology classes. Recommends the use of a number of strategies to involve large classes in thinking about and doing science. Contains 20 references. (DDR)