From entomemes to wingspan: A first attempt at active learning from a new introductory entomology instructor

General Entomology courses have traditionally utilized lecture-heavy formats and emphasized student memorization of entomological terms, processes, and taxonomic names. While this approach conveys foundational knowledge of insect biology, diversity, and identification, it can limit a student’s deeper connection with fundamental entomological concepts. When I took over teaching my department’s Introductory Entomology course this year, I saw an opportunity to maintain core content on insect structures and forms that students learn in the hands-on laboratory component of the course, while redesigning lecture periods to enhance engagement of today’s undergraduates with broader concepts and real-world issues in entomology. I piloted a range of new active learning activities to foster critical thinking, encourage collaboration, and build conceptual frameworks around our understanding of insects. Highlights included “Create an Original Entomeme”, a creative assignment for exploring insect behavior through internet culture; a Wingspan-esque insect ecology card game that illustrated various ecological guild interactions among insects in different ecosystems; a Family Feud-style game in which teams competed to select the most effective adaptations and counteradaptations in a simulated parasitoid-host evolutionary arms race; and an “Entomology Debates” group activity, where students worked in teams to research, develop, and defend arguments on real-world entomological issues based on past ESA student debate topics. In this talk, I will share examples of these activities, reflect on what students found most engaging based on course feedback, and discuss key lessons I learned along the way. I will also outline areas for improvement I have identified for future iterations of the course.