Influences on the selection of content in mammalogy courses: A quantitative and qualitative study

• Main Author: Holden, James R
• Format: Dissertation
• Language: English
• Published: ProQuest Dissertations & Theses 01-01-1999
• Subjects: Curricula; Curriculum development; Higher education; Science education; Teaching; Zoology
• ISBN: 0599410973; 9780599410978

This study examines coverage of mammalian subdisciples, topics, and inclusion of laboratory activities and the influence of selected factors on content decisions in mammalogy courses. Data were gathered by administering an original questionnaire to mammalogists, analyzing syllabi, and conducting ten semi-structured interviews. Analyses of variance and t tests were used to analyze the survey data. The mean age of the mammalogists returning the questionnaire was 50.0 years with a range of 30 to 72 years. The subdisciplines with the greatest respondent research participation rates were ecology and conservation. The lowest respondent research participation rates were reported for physiology and paleobiology. The emphasis given to 11 mammalian subdisciplines and 30 topics was reported using a five-point Likert scale. The subdisciplines with the greatest emphasis were evolution and ecology. The least emphasis was placed on genetics and wildlife biology. The influence of ten lecture content determinants and ten lab content determinants was indicated by a five-point Likert scale. The content determinants with the greatest influence on lecture content were student needs, classes the instructor had as a student, and the research of the instructor. The least influential factors were departmental colleagues, society, and other mammalogy instructors. The laboratory content determinants with the greatest impact were departmental resources and distance to off-campus sites. The least influential factors were societal influences, departmental colleagues, and other mammalogy instructors. Research experience in or teaching a course devoted to one of the subdisciplines commonly resulted in greater emphasis of the subdiscipline. Greater experience teaching mammalogy did not impact the influence of the text, student needs, or student backgrounds on course content. An increased degree of interaction with other mammalogists resulted in a higher reported influence of other instructors on course content. The interviewees indicated interaction with other instructors was centered on research interests. An effort should be made to involve the American Society of Mammalogists in the teaching of mammalogy. Instructors should be aware of the role they play in the professional development of future marnmalogy instructors. Other upper-level undergraduate organismal courses should be researched to determine differences and this study should be repeated at regular intervals to gauge trends.