The lab provides hands-on practice of the concepts learned in class and students said the content corresponded well to the lectures. They said the labs were fun and they liked dissecting frogs. Some of the labs were poorly organized and some of the TAs were not wel informed about how the labs should proceed. Students suggested that the expectations for lab reports should be clearer. Prospective students should know that the labs are not too difficult, but you should read the pre-lab materials to make the labs go smoother.

Students liked the hands-on approach of this lab, and felt that applying what they learned in lecture to the labs was the best aspect of this course. Many students found that the exams were difficult, and were not sure how the labs were graded. Students also experienced lab equipment failure, which made it difficult to complete the labs. Suggestions for improvement included providing detailed instructions or 36 guidelines to explain how things were graded, as well as providing feedback for incorrect answers. Prospective students should be aware that they wil be kil ing frogs in the labs, and that the course load is relatively light. Students are encouraged to take this course concurrently with Systems Bioengineering, as the materials are usually handled at the same time.

Students appreciated that this class provided hands-on experience that they thought effectively reinforced concepts taught in the corresponding systems bioengineering course. Many students also enjoyed working with frog dissections, although some students were equal y uncomfortable with this aspect of the course. Some students believed that preparing lab reports took an overly long time in this course. In that vein, they reasoned that better guidance for preparing lab reports would improve the class. Students thought it was important for prospective participants to know that dissection would be an important part of the work for this class. They thought it was also useful to know that the course had a light workload.