Team learning and case study teaching techniques were added to a mixed majors introductory biology course taught during Summer Session I 2007 to determine if these teaching techniques would increase student learning.  I divided the 72 students into 12 groups of 6 students based on information gathered at the first class meeting.  My main criteria for forming groups was students’ major.  All students in every group had a different major.  Secondary consideration was given to students’ class standing, how many science courses they have taken, and gender.  I selected student groups to be as diverse as possible.  Student groups were in place for the entire Summer I term.  In general, for team learning assignments, students answered questions individually then answered the same questions as a group.  I compared pre- and post-class test scores in Summer Session I 2007 to previous semesters in which I did not employ these techniques to gauge their effects on student learning. 

Results/Conclusions

An analysis of variance with Tukey’s post hoc multiple range test indicates the pre-class score for Summer I 2007 is significantly lower then the pre-class scores for two of the three sections of previous classes that did not utilize team learning or case study teaching (P < 0.0001).  However, the change between pre- and post-class scores for Summer I 2007 is significantly greater than for all other previous sections even though Summer I 2007 started out significantly lower than two of these sections (P <0.0001).  Data for individual assignments during the term indicate students learned course material after team learning group discussions. Based on these results, I decided to include team learning and case study in long semester sections.  Instructors teaching other courses, including ecology, should consider utilizing these techniques to increase student learning.