Biology instruction in higher education: Current status of the introductory courses

The purpose of this study was to investigate the status of the introductory biology for separate and mixed courses. It sought to identify any differences that exist between types and sizes of institutions. The following topics were addressed: advising; placement testing; enrollment patterns; student career plans; preparation of students, attrition rates; grading; instructional settings; faculty characteristics; past, present, and planned instructional strategies; coverage of topics; organization of the course; evaluation of instruction; and the overall faculty satisfaction with the course.; Data were collected using a 24-item questionnaire. The population for this study consisted of 1236 nationwide colleges and universities and from this population a proportional random sampling group of 621 biology programs was selected. One follow-up mailing produced a usable response rate of 48% (n = 299). Institutions were categorized by highest degree granted and by size of student body.; The detailed findings, conclusions, and recommendations for this study are included in this report. Major findings were that (1) attritions rates are highest at associates degree institutions and at high enrollment institutions; (2) traditional lecture continues to be the instructional strategy for teaching the introductory courses; (3) traditional labs have not been abandoned and use in-house lab manuals; (4) associate degree institutions have full professors that do most of the teaching in lecture and in labs; (5) most biology professors are satisfied with the organization of the introductory courses and want to continue to cover the same topics; (6) associate degree institutions have the least prepared students; (7) associate degree institutions have the highest enrollments of the non-traditional student; (8) low enrollment institutions have the highest percentages of women on their campus.