1. Being cognizant of cognitive load: less is more approach in the physiology lab Does the reduction of cognitive load influence student learning & attitude in lab?

2. Context Principles of Animal Physiology Biology majors Prereq’s: organic chemistry; biostat’s recommended 75-80 students Quarter system (10 weeks) Labs mandatory course component

3. Interest Too many tasks  cognitive overload  no learning Range in faculty viewpoints about labs –Traditionalist: match content density of lab to that of lecture –Modernist: get rid of labs  # tasks   time for more info synthesis via active learning   meaningful learning & info retention   “value” of lab

4. Design Strategy: –Task reduction based on ranking (my peers & I) –3 lab sections (Fall 2009) 8 tasks + peer discussion (limited, unfacilitated) 4 tasks + peer discussion (facilitated) 4 tasks + ? Tools: –Pre-post exam w/ Bloomified Q’s –Final exam for retention assessment –Pre-post attitude surveys & comments –Standardized course/instructor evaluations

5. Predictions Students w/ CL reduction –Significant gains in higher-level understanding, retention, & attitudes in content exposed to –Little to moderate gains in learning of content not exposed to Reduced content coverage in lab does not negatively impact student understanding of key concepts covered in lecture –Another question perhaps?

6. IRB protocol submitted Peer-review of assessments Lecture 1: consent, pretest, on-line survey Lab 1: consent, pretest, on-line survey Exam 1 Exam 2 Student evaluations (week 10) Exam 3 (final) w/ post-test, on-line survey Data analyses Presentation/manuscript prep ASM Conference AUGSEPOCTNOVDECJANFEBMARAPRMAY