Undergraduate students often lack awareness and knowledge of environmental problems such as climate change, biodiversity loss, or invasive species. In addition, interdisciplinary students (e.g. those from non-life science majors) may have less interest in ecology or conservation and therefore may be less likely to respond to course content on such issues. Delivering content with inquiry-based methods such as group discussions and independent research, incorporating real-world examples and current events, and involving practitioners from the field in classes may encourage engagement and improve learning gains. Using these teaching methodologies, we delivered an invasive species course to interdisciplinary undergraduate students annually over six years (n = 166 students). Data were collected using a retrospective design each semester to evaluate student learning gains, potential changes in attitudes about invasive species, and student perceptions of the participatory learning activities. We used linear mixed models to test for self-reported changes in knowledge and attitudes before and after the course and for differences among student groups in their responses to various learning activities.
Results/Conclusions
Across all six years, both life science and non-life science students reported that the course significantly improved their understanding of the process of non-native species invasions and the ecological and economic effects of invaders. Following the course, students were significantly more likely to believe that the problem of invasive species represented a global environmental threat and that invasive species should be managed to reduce their impacts. Students reported that independent research and presenting on an invasive species was valuable for comprehending the invasive species problem and encouraged them to participate in future research. Discussions of class material in interdisciplinary groups was an effective tool to improve understanding of course content. Students agreed that presentations by practitioners in the field helped them to comprehend the impacts and management of invasions, and to improve awareness of career opportunities. Altogether, our results demonstrate that undergraduate courses can incorporate effective methods for influencing the understanding and perception of invasive species and other globally important environmental issues.