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Students learn relevant behavioral genetics concepts, refine research design through peer review, and re-design experiments in week two, leading to improved team performance, preference for TBL, and stronger preparation for final research projects.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/laboratory-exercise-in-behavioral-genetics-using-team-based-learning-strategies/594626/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/laboratory-exercise-in-behavioral-genetics-using-team-based-learning-strategies/594626.png","ImageObject",300,407,{"name":42,"@type":43},"Ben ","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-19","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":33},"InteractionCounter",{"@type":54},"ViewAction",{"@type":56,"mainEntity":57},"FAQPage",[58,64,68],{"name":59,"@type":60,"acceptedAnswer":61},"What is the main goal of the two-week Behavioral Genetics module?","Question",{"text":62,"@type":63},"The module aims to evaluate whether team-based learning can be used to meet course goals and teach scientific skills while having students test the role of the fruitless gene on aggression and courtship in Drosophila melanogaster.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"How is the team-based learning format structured in this module?",{"text":67,"@type":63},"It follows TBL steps: pre-class preparation, readiness assurance with individual and team RATs, and concept application. Students then develop and implement experiments with extensive peer review and re-design in the second week.",{"name":69,"@type":60,"acceptedAnswer":70},"What learning objectives does the module target through TBL?",{"text":71,"@type":63},"Students are expected to understand genetics’ role in complex behavioral phenotypes, identify and quantify behavioral traits, formulate hypotheses and perform experiments, detect and resolve procedural problems, and develop independent novel research.","https://schema.org",{"og:url":32,"og:type":74,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":76,"canonical":32},"index,follow",{"doc_id":78,"site_id":7},594626,1792172238,{"code":4,"msg":81,"data":82},"success",[83,87,91,95,100,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":84,"show_sort_weight":85,"slug":86},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":88,"show_sort_weight":89,"slug":90},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":92,"show_sort_weight":93,"slug":94},"Exam",70,"exam",{"id":96,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},5,"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":96,"slug":129},19,"General","general",{"code":4,"msg":81,"data":131},{"doc_id":78,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":33,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":111,"language":139,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":12,"update_tm":143,"read_time":117},2336478951081,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Laboratory Exercise in Behavioral Genetics Using Team-based Learning  \nStrategies  \nELIZABETH K. PETERSON* and PAULINE CARRICO  \n*Corresponding Author: [epeterson@albany.edu](epeterson@albany.edu)  \nAbstract: In this paper, we describe a two-week learning module where students tested the role of the fruitless gene on aggression and courtship in Drosophila melanogaster via team-based learning (TBL) strategies. The purpose of this module was to determine if TBL could be used in the future as a platform to implement the course goals and teach scientific skills in two sections of a junior/senior-level college Behavioral Genetics laboratory. We utilized the TBL format: pre-class preparation, readiness assurance, and concept application. The first week students learned the concepts necessary to understand the role of the fruitless gene on behavior and were tested as individuals and teams during the Readiness Assurance Test (RAT). They practiced working with the organisms and observing their behavior before developing novel research experiments and engaging in an extensive peer review process of their experimental designs. The following week, each group re-designed and implemented their experiments. Student performance improved during the team RAT, they preferred TBL, and were more prepared for their final research projects. Therefore, we found that incorporating TBL in this laboratory module was a successful tool toward encouraging the development of scientific skills in this laboratory.  \nKey words: Team-based learning, student-centered learning, teacher-centered classroom  \nINTRODUCTION  \nPedagogical research has shown that team-based learning (TBL) is an effective student-centered learning strategy for teaching in undergraduate science lectures (Metoyer et al., 2014; Nieder et al., 2005) . TBL transforms teacher-centered classrooms with pre-class preparation, group work, and peer teaching to strengthen knowledge acquisition and application (Michaelsen & Sweet, 2008) . This provides a learning environment that allows instructors to focus on the core competencies and disciplinary practices, as outlined by the American Association for the Advancement of Science Vision and Change Report (see Figure 1; Bauerle et al., 2009). McInerney & Fink (2003) found that the combination of challenging student projects and TBL improved student recall, as exemplified by increased final exam scores. Therefore, TBL may provide the opportunity for students to practice science authentically in laboratory settings, in the way that scientists implement research.  \nIn this paper, we describe our implementation of TBL in one learning module over a two-week period in two sections ofa majors only, junior/senior-level college Behavioral Genetics laboratory. Given that animal behavior requires a deep understanding of several disciplines of biology and that phenotypescan be widely variable, animal behavior can be difficult for students to grasp and test in laboratory settings. Therefore, we aimed to determine if TBL was suitable format to teach undergraduate students behavioral genetics. TBL was employed in an effort to reach our learning objectives for the course (see Table 1) in a learning module looking at the role of  \nthe fruitless gene on courtship and aggression in Drosophila melanogaster.  \nFig. 1. Diagrammed representation of the potential for the team-based learning format to incorporate the core competencies and disciplinary practices (i.e. scientific skills) as outlined by the National Science Foundation Vision and Change Report (Bauerle et al., 2009) .  \nGeneral Theoretical Background  \nDrosophila melanogaster are an ideal model system to study intersexual and intrasexual selection in the classroom or laboratory. Many studies have found a range of aggressive behaviors in males, such as lunging and boxing (Yurkovic et al., 2006; Baier et al., 2002), and that males will establish hierarchal relationships and territories to attract females (Yurkovic e","cbCaihNpI7QHAuFo","https://ap.wps.com/l/cbCaihNpI7QHAuFo","pdf",587229,"English","# Introduction\n## Pedagogical rationale for TBL\n## Module implementation overview\n# Theoretical background: Drosophila behavioral genetics\n## Aggression in males and hierarchy/territories\n## Courtship sequence and pheromone signaling\n## Learning objectives and TBL process","[{\"question\":\"What is the main goal of the two-week Behavioral Genetics module?\",\"answer\":\"The module aims to evaluate whether team-based learning can be used to meet course goals and teach scientific skills while having students test the role of the fruitless gene on aggression and courtship in Drosophila melanogaster.\"},{\"question\":\"How is the team-based learning format structured in this module?\",\"answer\":\"It follows TBL steps: pre-class preparation, readiness assurance with individual and team RATs, and concept application. Students then develop and implement experiments with extensive peer review and re-design in the second week.\"},{\"question\":\"What learning objectives does the module target through TBL?\",\"answer\":\"Students are expected to understand genetics’ role in complex behavioral phenotypes, identify and quantify behavioral traits, formulate hypotheses and perform experiments, detect and resolve procedural problems, and develop independent novel research.\"}]","Laboratory Exercise in Behavioral Genetics Using Team-based Learning Strategies | PDF",1792079518]