Abstract:
Increasing class size and a subsequent reliance on lecture-based instruction are growing challenges facing undergraduate education in the life sciences. Within these confines, the opportunity for discussion and peer-directed learning are decreasing, making it difficult for honors students who readily grasp basic course material to advance their intellectual development. In an effort to more completely meet the needs of these students, the Genetics Department at North Carolina State University sponsored the creation of an Honors course for undergraduates interested in genetics. Enrollment was capped at twenty students to allow for a nontraditional course design including in-class discussion, debates, comprehensive exams, guest speakers, and service-learning. Peer-led discussion and debate assignments encourage students to develop a greater understanding of genetic concepts and social issues surrounding genetics while improving their communication skills.The service-learning project and guest speakers expose students to real-life examples of how genetics interacts with the greater community. Course evaluations indicate advanced students are receptive to this alternative course design, describing their experience as both demanding and rewarding. This article illustrates the components of the Genetics in Human Affairs Honors (GN301H) course that distinguish it from traditional pedagogy and discusses the potential benefit of this design in the instruction of honors students.
Keywords:
instruction, honors students, life science
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