Learning Outcomes in a Required Biology Majors Genetics Course Using Two Different Pedagogies: Modified Team Based Learning Compared to Traditional Lecture. Susan R. Halsell, Timothy A. Bloss, Kimberly H. Slekar. Dept Biol, James Madison Univ, Harrisonburg, VA.

   At James Madison University, all sophomore Biology and Biotechnology majors are required to take a four credit Genetics and Development course (BIO 224). The course includes a three hour laboratory and three hours of class lecture each week. Three different instructors teach the course. Recently, two of the instructors converted to using a modified team based learning approach while the third instructor maintained a traditional lecture during the class hours; the laboratory remained unchanged for all. Learning outcomes were evaluated by administering Pre- then Post- Tests using a Genetics Concept Assessment (GCA) developed by M.K. Smith, W.B. Wood, and J.K. Knight (CBE-Life Sciences Education. 2008. 7:422-430). A total of 476 students participated in the study. Also at the end of the semester, BIO 224 students ranked their perceptions of the teaching approach they experienced, including amounts of pre-class preparation, how the teaching approach meshed with their learning style, and impact it had on developing group working skills. In addition, 145 graduating seniors were also administered the GCA to analyze any potential long term retention effects of the pedagogy. This presentation will describe the modified team based learning approach used in this class, report on the learning outcomes of the two approaches, the student perceptions and the instructor insights on utilizing a modified team based learning pedagogy.