LAUSR

Several years ago, my colleagues and I developed a project-based assignment where students create a fictional animal and predict its ability to thrive in a hypothetical environment by examining the interactions between different combinations of designs for selected body systems. This assignment, which was implemented at different types of institutions and for different levels of students, can be readily adapted to either lecture-based or laboratory courses. Here I describe how students design a fictional animal as a semester-long collaborative group project in an interactive lecture course on comparative animal physiology of vertebrates. The fictional animal project aligns with several course learning goals including 1) Acquire a fundamental knowledge of “how animals work” and 2) Exercise responsibility and teamwork. Students learn integration of body systems as they choose a random fictional animal, consider if this animal can survive in a specific environment, and create the animal. Creation of the animal, which cannot closely resemble an extant animal, is scaffolded throughout the semester as students complete question sets where they describe the structure and function of the systems and consider potential trade-offs and physiological constraints. At the end of the semester, we hold a fictional animal showcase where students share highlights about their animal and its environment. Student learning is assessed through the questions sets, which are submitted as homework, and the class presentation; this group project contributes to 25% of the overall course grade and replaces more traditional assessments such as exams. Examples of fictional animals demonstrate how students must consider interactions and functions between different systems in their design; in addition, they must think about the metabolic requirements of their animal as they decide its lifestyle. Reflection data from students strongly supports that designing a fictional animal helps them understand how physiological systems function together; students gain a new or deeper awareness and appreciation of trade-offs in function as well as constraints on physiological processes. As this project continues to evolve, students will have the freedom to choose a creative format for the fictional animal showcase, such as a recorded or live oral presentation, a podcast, a tri-fold brochure, a poster, an educational game, or an illustrated story. All protocols were approved by Rice University IRB (Protocol FY2017-294). Rice University Office of Undergraduate Research and Inquiry (OURI). This is the full abstract presented at the American Physiology Summit 2023 meeting and is only available in HTML format. There are no additional versions or additional content available for this abstract. Physiology was not involved in the peer review process.