Abstract:
Student research groups were included on a trial basis as a supplement to the traditional lecture format in an introductory plant pathology course. The first half of the course included traditional lecture, discussion, and laboratory settings. However, during the second half of the course, the student research groups worked on formal written reports and gave in-class presentations. The group assignment included a class presentation with the instructor's assistance and a formal written report.
Overall, student interest and performance in the course were improved. Several other positive benefits were observed. However, the instructor's out-of-class workload was considerably increased. In addition, a number of students indicated a strong preference for using the lecture-orientated format for the entire course.
Keywords:
student research groups, supplement lecture
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