Supporting biology courses for non-majors involves addressing the diverse needs of students with little intrinsic motivation to study the subject. Many take these courses as part of general education, not personal interest, creating a challenge in maintaining engagement and fostering deeper understanding (Haak et al. 2011). Non-majors often struggle to connect course content to their lives, making it harder to see the subject’s value (Labrov and Singer, 2010). These students come from varied academic backgrounds, resulting in different levels of preparedness and confidence (Tobias 1990; Gormally and Heil 2022). Some may experience anxiety or feel science is irrelevant to their careers (Rice et al. 2013).
To address these challenges, educators must adopt approaches that make biology accessible and meaningful. By creating a learning environment tailored to various majors, addressing barriers, and demonstrating real-world applications, instructors can make the classroom “YOUnique.” Making the classroom “YOUnique” tailors the experience to individual needs, fostering belonging and showing biology’s relevance. This article explores how strategies—fostering engagement, connecting biology to real-world contexts, and to students’ majors—can support non-major biology students. These strategies will help students build confidence to apply biological knowledge in their careers.
1. Fostering Engagement in Non-Major Biology Students through a Studio Environment
Engaging students not inherently drawn to biology requires innovative teaching methods. Active learning strategies, where students actively engage in the learning process, promote participation and retention (Freeman et al. 2014). These include group discussions, hands-on experiments, problem-solving activities, and creative assessments that encourage critical thinking and peer collaboration.
A case study of engagement is the studio-style introductory biology classroom at Kansas State University (Manhattan, KS, USA). This innovative teaching environment blends engaged lectures with hands-on, collaborative activities, with the instructor as a facilitator. The studio integrates lecture, lab, and group work in a flexible learning environment, allowing students to actively participate in problem-solving, discussions, and projects, and it supports diverse learning activities and styles. This approach fosters an interactive environment which is beneficial for student learning.
Here are some ways the studio-style classroom helps non-major biology students:
- Active Learning: The classroom setup encourages active engagement, helping non-majors grasp complex biological concepts through hands-on experiences, computer tutorials, and group activities, rather than passive listening.
- Collaborative Learning: Students work in small groups, promoting peer interaction and problem-solving, which supports non-majors who may feel less confident in their knowledge.
- Integrated Learning: Combining lecture and lab time allows students to apply theoretical knowledge to practical experiments, helping solidify learning and making complex concepts more understandable.
- Personalized Attention: The instructor can circulate among groups, providing targeted support and reassurance, which is especially beneficial for non-majors needing more guidance.
- Flexible Space: The studio classroom’s flexibility to use various technology allows instructors to adapt teaching styles and activities, ensuring responsiveness to the diverse needs of non-major students.
2. Connecting Biology to Real-World Contexts
For non-majors, understanding how biology applies to everyday life is crucial for maintaining interest and motivation. Without a clear connection to their personal or professional lives, students may view biology as abstract or irrelevant. By demonstrating how biological principles impact their world, educators can foster greater engagement. When students recognize the value of what they are learning—whether through daily applications or career relevance—they are more likely to stay motivated, actively participate, and retain information.
A highly effective way to establish relevance is through interdisciplinary connections that show how biology extends beyond the classroom (Beers and Jensen 2009; Morales and Boulware 2020). Prior to the first day of class, there is a discussion board asking why biology is important to them, and instructors use the responses as an avenue to connect biology and their lives during a class discussion. For every class period, the instructor connects what they are learning to their lives. For instance, using a computer simulation called “Kansas feeds the world” students can explore how photosynthesis and cellular respiration (cell biology unit), along with energy and nutrient dynamics (ecology unit), interconnect with real world issues. In the genetics unit, students connect molecular genetics and biotechnology using an assignment where the students develop a biotechnology product and generate a print ad or video commercial. The ads are shared during class, showcasing how biological processes can drive innovations like medical devices and biofuels. Each unit follows a pattern of building basic knowledge followed by exploring implications and applications to people’s lives.
Another effective method is case-base active learning (Chaplin 2009; Dewi and Rahayu 2023). Presenting real-world scenarios, like infectious diseases or genetic testing, makes biology come alive. For example, the instructors use a readily available MMR vaccine autism case study to explore the process of science, and let students come to their own conclusions about vaccine efficacy.
Inviting guest speakers from diverse fields can help students see biology’s broad applications (D’Andrea and Mertens 2006; Marx et al. 2021). For example, we have graduate students presenting on the benefits of “long-term ecological research stations” (LTERs) such as the Konza Prairie Biological Center (Kansas, USA), or the Scientist Spotlights, which is biography about them and their research showing that biologists are real people. These speakers not only provide real-life examples but also inspire students to think critically about how biological knowledge could inform their own career aspirations. Hearing from professionals at the intersection of biology and their disciplines broadens students’ perspectives, reinforcing biology’s fundamental role in life and work.
3. Demonstrating Relevance to Students’ Majors
For non-majors, a significant barrier to success in biology is the perception that the subject lacks relevance to their lives or careers (Gormally and Hall 2022). Students in fields like business, art, or education may struggle to see how topics like cellular respiration or ecology apply to their goals, which can hinder motivation and engagement.
To address this challenge, educators must emphasize biology’s connections to different majors and to generate connections that have career relevance. Highlighting interdisciplinary applications, such as the role of biology in public health (communications majors), technology (computer science majors), or environmental policy (pollical science majors), can help students appreciate its broad impact. For example, a lesson on climate change might include discussions on the biological effects of carbon emissions, connecting the topic to social and economic issues like the displacement of communities due to rising sea levels and the economic costs of extreme weather events, such as hurricanes and wildfires.
Another effective approach is personalized assignments (Driessen et al. 2024). Personalized projects allow students to explore biology in ways that resonate with their own lives. One such assignment is a “Biology Connections” activity, where students reflect on how biological concepts connect to their major and career. For example, a business student might describe how ecological sustainability impacts corporate strategies, while an education major might reflect on the importance of understanding human development in teaching practices. This reflection promotes motivation, showing students that biology has practical applications in their daily lives and careers. These personalized assignments allow instructors to make biology “YOUnique”.
Conclusion
Supporting non-major biology students requires efforts to foster engagement, connect material to real-world contexts, and demonstrate relevance to different majors and backgrounds. Active learning, real-world connections, and ties to their major create a supportive environment where students thrive. By addressing unique challenges and interests, educators can empower non-majors to appreciate biology’s relevance and develop skills beyond the classroom. When students see content as meaningful and tied to their lives and careers, they are more likely to engage, retain knowledge, and apply it. This approach enhances understanding and equips them with critical thinking and problem-solving skills essential in any profession. By “Making the Classroom YOUnique,” educators can foster an environment where students feel valued, leading to greater motivation, academic achievement, and personal growth. A “YOUnique” approach helps students connect with the subject matter and realize their potential as learners in the biology classroom, regardless of their major.
Jack Sytsma is a doctoral graduate teaching assistant in the Division of Biology at Kansas State University. While his research is at the forefront of understanding how plants respond to climate, Jack is equally passionate about teaching. He finds great fulfillment in educating and mentoring undergraduate students, particularly in courses that bridge ecological principles with real-world applications. With aspirations of becoming a teaching professor in biology, Jack aims to inspire the next generation of scientists by fostering curiosity and a deeper understanding of the subject.
Robert ‘Robbie’ Bear is a Senior Biology Instructor in the Division of Biology at Kansas State University. Robbie started teaching 33 years ago as an undergraduate and ever since then he has synthesized his experiences on either side of the podium into his pedagogy of an inquiry-based student centered learning. He is currently teaching his dream course and finds happiness and purpose in people discovering the importance of Biology in their life. In the remaining years of his career, Robbie wants future educators (the Jack Sytsma’s) to have the foundational pedagogy that allows them to explore, grow, and succeed as teachers.
Eve S. McCulloch, PhD, is a teaching associate professor in the Division of Biology at Kansas State University. Eve has been teaching biology courses for 12 years, ranging from introductory to upper-level classes. Eve’s research background is in mammalogy, ecology, and conservation genetics. She is in her dream job, working to support undergraduate students both in and outside of the classroom. Eve is passionate about making the biological sciences accessible to students of all backgrounds and fields of interest, and promoting undergraduate student success while at university at beyond.
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