Animal Behavior Observation as a Gateway to Scientific Inquiry for Non-majors

Undergraduate science educators often face challenges when designing hands-on assignments that are both engaging and accessible for non-science majors. These challenges are heightened in today’s varied course structures, which may be in person, online, or hybrid, and in formats ranging from four to sixteen weeks. In compressed courses, the need for meaningful yet straightforward research experiences are especially pressing. At Lynn University, the Scientific Literacy course meets daily for two and a half hours over four weeks. To provide authentic research within this time frame, I implemented animal behavior observation projects. Students are introduced to ad libitum and focal animal sampling, as well as continuous and scan recording methods. They also learn how to construct and apply ethograms to organize behavioral data. After two in-class labs to practice these skills, students design and carry out independent observation projects, presenting their findings as a part of their final project. Animal behavior research offers an ideal entry point for non-majors: it requires minimal equipment, is easy to implement across instructional formats, and connects to everyday experiences with animals. Integrating these assignments has helped clarify the process of scientific inquiry and provided students with confidence in applying research methods. This project demonstrates that focusing on the process of designing behavioral observations can be an effective approach to promoting scientific literacy among non-science students in compressed course structures.