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Saiticid spiders are a tractable group for studies of learning. We presented Phidippus princeps Peckham & Peckham 1883 with the challenging task of associating prey with color cues in a T-maze. Experimental spiders were given the opportunity to learn that a cricket was hidden behind a block of a particular color. To eliminate the use of other cues, we randomly assigned both block position within the maze, and maze location within the room. For control spiders, no cues predicted the location of prey. We gave spiders two blocks of trials. Each block consisted of four training trials followed by a probe trial in which no prey was present. Trials lasted an hour, and spiders were given one trial per day. Not all spiders were successful in finding the prey during training trials. In the first probe trial, there was no evidence of learning; there was no effect of treatment, the number of successful training trials, or their interaction on which block the spiders chose first. In the second probe trial, there was a significant interaction between treatment and number of successful training trials: experimental-group spiders with a greater number of successful training trials were more likely to choose the correct block in the probe trial. This study demonstrates that P. princeps can learn the location of prey by color cues alone, a challenging task, and adds to the growing literature on learning in spiders.

We present a model for the process of redesigning the laboratory curriculum in Introductory Organismal Biology to increase opportunities for meaningful inquiry and increase student recognition of their scientific skill development. We created scaffolded modules and assignments to allow students to build and practice key skills in experimental design, data analysis, and scientific writing. Using the Tool for Interrelated Experimental Design, we showed significantly higher gains in experimental design scores in the redesigned course and a more consistent pattern of gains across a range of initial student scores compared with the original format. Students who completed the redesigned course rated themselves significantly higher in experimental design, data collection, and data analysis skills compared with students in the original format. Scores on the Laboratory Course Activity Survey were high for both formats and did not significantly differ. However, on written course evaluations, students in the redesigned course were more likely to report that they engaged in “real science” and their “own experiments.” They also had increased recognition of their specific analytical and writing skill development. Our results demonstrate that intentional, scaffolded instruction using inquiry modules can increase experimental design skills and sense of scientific ability in an introductory biology course.