I created this course because insects fascinate me. They are remarkably successful from an evolutionary perspective, and their unique physiology has allowed them to adapt to nearly every environment on Earth. I want students to see patterns—how structure connects to function, and how we can learn from these systems to solve modern problems
Semesters offered: Spring 2024, Spring 2026
Course developer: Marianne Alleyne, Assistant Professor, Entomology; teaching in LAS for 30 years
How would you describe the course to someone unfamiliar with the subject?
An insect physiology course explores how insects function and adapt to their environments. Students learn how insects circulate oxygen and nutrients without lungs or blood vessels, and how their exoskeletons support various modes of locomotion. The course also examines how insects sense and respond to the world through their complex nervous systems, as well as how they grow through molting and metamorphosis, revealing the intricate processes that drive their survival and diversity. Knowledge of insect physiology informs sustainable pest management, pollinator conservation, and the study of evolutionary processes. In addition, this course draws inspiration from insect physiology to design innovative, bioinspired technologies.
What made you want to create this course?
I created this course because insects fascinate me. They are remarkably successful from an evolutionary perspective, and their unique physiology has allowed them to adapt to nearly every environment on Earth. I’m also inspired by how much we can learn from them—insect systems serve as powerful models for innovation, from multifunctional materials to flight mechanics and sensor design. I wanted to share that sense of wonder and possibility with students and deepen their appreciation of how vital insects are to our own well-being.
Were there any challenges you faced while designing or teaching the course? How did you overcome it?
One challenge in designing this version of the course was adapting it after the laboratory component was removed. Hands-on work is an important way to connect with insect physiology, so I integrated more interactive discussions, demonstrations, and activities to keep students engaged. Another ongoing challenge is keeping the course current with new research while also highlighting the field’s historical foundations. Through assignments, students pair classic studies with recent discoveries and interview an established insect physiologist in their area of interest—showing how past insights and modern advances intersect. Finally, teaching both graduate and undergraduate students in the same course requires balancing depth and accessibility. I promote peer learning and design projects that let students explore topics at their own level of experience and curiosity.
Now that you've offered the course at least once, what do you hope students took away from it the most?
What I hope students took away most is a deeper appreciation for how remarkable and essential insects are. Beyond learning facts about biochemistry and physiology, I want them to see patterns—how structure connects to function, and how we can learn from these systems to solve modern problems. I also hope the course helped students think more like scientists: to ask questions, analyze evidence, and connect ideas across biology and engineering. Finally, I hope it inspired curiosity and respect for the diversity of life around us. If students leave the course seeing insects as models of resilience, complexity, and innovation then I consider that a success.
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