Incorporation of learning groups in laboratories increased student interest and participation in a general education/majors botany course. Problems that existed with multiple laboratory sections included student apathy, poor attendance, and minimal cohesiveness or isolation among students. After participating in a Collaboration for the Advancement of College Teaching and Learning Summer Workshop 1997, learning groups were implemented in botany laboratories. The process by which group were selected has undergone several modifications. Initially, groups self-selected and ranged in size from two to eight members. Preliminary team-building exercises, group activities and group assignments were introduced and implemented. Problems occurred with groups exhibiting nonfunctional interactions and different working styles. After several modifications, the current working model involved maintenance of group size at three or four members, with at least one male and one female member, restructuring group activities to emphasize team building and responsibilities of individuals to a group. Class activities included assignments designed to allow members of groups to more effectively develop problem-solving skills, design and implement experimental studies, collect and analyze data, and give oral computer-based presentations. Implementation of learning groups in botany laboratories resulted in a decrease in absenteeism, more active engagement, and increased learning, participation, and retention.

Key words: learning groups, teacing botany laboratories