Entomology is unique within undergraduate education as it can pique student interest, even among students who generally don’t like insects. Which is good, because student affinity towards insects in introductory entomology courses can be highly variable, ranging from highly engaged, curious, disinterested, to downright fearing or disliking insects all together. This presentation will describe a scaffolded framework that adapts course content to match student interests and aptitudes. This is accomplished through the understanding that student success might look different to different students. Those with a rudimentary understanding of insects need to increase their knowledge base, while those with advanced knowledge coming in may need to be challenged to deepen their understanding. I will describe an ongoing process of adapting an introductory Insect Biology course at the University of Minnesota to meet the demands of a diverse student population. By establishing learning outcomes and applying experiential learning labs, semester-long independent learning projects, and targeted assessments I am working to advance the goal of moving students from remembering entomological facts to applying knowledge and allowing for informed decision making.
