John Bartley, Ph.D.


As an associate professor in the Associate in Arts Program it is my responsibility to prepare students for the transition to the Newark Campus. I conduct both the lecture and laboratory sections of the courses listed below which enables me to fully understand the needs of students and provide them with personalized assistance. I developed a new course for the Pathways Program, Environments and Cultures in Conflict, that has now been approved for permanent status (BISC 127). In addition to teaching, I serve in an advisory capacity for approximately thirty students each semester, helping them choose courses and make plans for attaining their baccalaureate degree.  I also lead a domestic study program each winter session to Hawaii (BISC 107 and BISC 127).

  • BISC 104 - General Biology
  • BISC 106 - Elementary Human Physiology
  • BISC 107 - Elementary Evolutionary Ecology
  • BISC 117 - Elementary Evolutionary Ecology Laboratory
  • BISC 127 - Environments and Cultures in Conflict (Pathways course)
  • BISC 207 - Introductory Biology I
  • BISC 208 - Introductory Biology II

Research Interests

  • Early research - predator/prey relationships and how they affect community structure. Optimal foraging strategies and prey selectivity alter the relative abundances of prey species in a community. Due to seasonal incremental growth rates, the mantis (Tenodera sinensis) plays an ever-changing role throughout the growing season in manipulating the structure of local old-field communities.
  • Recent projects - wetlands communities and the creation of self-sustaining models for study. Mesocosms can provide insight into the workings of large ecosystems or habitats. An East Coast estuary system, the MidAtlantic Mesocosm, was created at Glasgow High School with the assistance of Dr. Walter Adey of the Smithsonian Institute. I served as the director of the mesocosm and provided technical assistance for students engaged in independent study projects.
  • Curriculum development - how problem-based, inter-disciplinary activities increase student academic achievement. Our research/teaching team developed An Engineered Environment Laboratory Curriculum (EELC), with funding from the National Science Foundation, to create an inter-disciplinary, problem-solving framework for students in the first two years of high school. Assessments indicated that students using the framework had increased scores in achievement in math and science as compared to students in "traditional" programs.

Selected Publications

  • Bartley JA. Communication and collaboration: Going beyond writing across the curriculum [abstract]. In: Proceedings of the 3rd Annual HIC on Education.; 2005.
  • Bartley JA. Appropriate implementation of problem based learning: Fitting programs to institutions [abstract]. In: Proceedings of the 2nd Annual HIC on Education.; 2004.
  • Bartley JA. Introducing science to non-science majors: Interdisciplinary general education initiatives [abstract]. In: Proceedings of the 1st Annual HIC on Science.; 2004.
  • Bartley JA. Science as the connector in an interdisciplinary curriculum framework [abstract]. In: Proceedings of the 1st Annual HIC on Science.; 2004.
  • Bartley JA. PBL – Harmonious in theory! Discordant in performance? In: PBL2002. Baltimore, MD; 2002.
  • Bartley JA. Movement Patterns In Adult Male And Female Mantids, Tenodera-Aridifolia-Sinensis Saussure (Orthoptera, Mantodea). Environ Entomol. 1982;11(5):1108–1111.
  • Bartley JA, Hurd LE. Components of prey selection by an ambush predator. In: Abstracts of the 147th AAAS meeting. Toronto; 1981:132–133.

Associate Professor
Faculty Director, Associate in Arts Program

Phone: (302) 571-5395


Office: 77 E. Main Street, Newark room 102

University of Delaware Associate in Arts Program
Room 102, 77 E. Main Street
Newark, DE 19716


  • B.A. - Villanova University
  • Ph.D. - University of Delaware