Difference between revisions of "New Intro Bio Approach"
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'''What are the learning objectives for the course?''' | '''What are the learning objectives for the course?''' | ||
| − | + | Students should be able to: | |
| − | 2) Apply general principles to new case studies. | + | 1) Describe the central ideas of biology, and explain them by providing examples at multiple levels of conceptualization and analysis. |
| + | |||
| + | 2) Apply general principles to new case studies. | ||
| + | -how does #2 differ from #1? How do general principles differ from big/central ideas? | ||
3) Analyze data that students have not seen before. | 3) Analyze data that students have not seen before. | ||
| − | 4) | + | 4) Formulate an hypothesis, and design a well controlled experiment to test that hypothesis. |
| − | 5) Evaluate statements by using specific examples and data | + | 5) Evaluate statements by using specific examples and data that support or refute the statements. |
| + | -"statements" is vague; what do you mean? | ||
6) Use mathematics to explain biological concepts or specific examples. | 6) Use mathematics to explain biological concepts or specific examples. | ||
| − | 7) Formulate an opinion about a biologically-related topic | + | 7) Formulate an opinion about a biologically-related topic, and defend that opinion with supportive data. |
'''What are the objectives for the assessment?''' | '''What are the objectives for the assessment?''' | ||
| − | + | Compare students in new and traditional introductory biology courses along the following dimensions: | |
| + | |||
| + | 1) Retention of content. | ||
| − | 2a) | + | 2a) Extraction of biological information from data. <br> |
| − | 2b) | + | 2b) Formulation of testable questions and well controlled experiments. |
| − | 3) | + | 3) Perceptions of biology as a discipline, and science in general. (What role does vocabulary play?) |
| − | 4) | + | 4) Enrollment in subsequent more biology courses. |
==To Do Lists== | ==To Do Lists== | ||
Revision as of 16:57, 14 March 2010
Meeting Notes
Draft Objectives
What are the learning objectives for the course?
Students should be able to:
1) Describe the central ideas of biology, and explain them by providing examples at multiple levels of conceptualization and analysis.
2) Apply general principles to new case studies. -how does #2 differ from #1? How do general principles differ from big/central ideas?
3) Analyze data that students have not seen before.
4) Formulate an hypothesis, and design a well controlled experiment to test that hypothesis.
5) Evaluate statements by using specific examples and data that support or refute the statements. -"statements" is vague; what do you mean?
6) Use mathematics to explain biological concepts or specific examples.
7) Formulate an opinion about a biologically-related topic, and defend that opinion with supportive data.
What are the objectives for the assessment?
Compare students in new and traditional introductory biology courses along the following dimensions:
1) Retention of content.
2a) Extraction of biological information from data.
2b) Formulation of testable questions and well controlled experiments.
3) Perceptions of biology as a discipline, and science in general. (What role does vocabulary play?)
4) Enrollment in subsequent more biology courses.
To Do Lists
Malcolm:
- Ask Dave and Jennifer if they are willing to participate at different levels of assessment (clicker daily, weekly, etc.)
- Bio111 faculty need to Agree on all 3 assessment objectives. I will ask about general principles first, and details as they take shape. We will write and assess all tools.
- Talk to Kevin about getting 4 color versions of my chapters in 3 hole versions. Approved.
Everyone:
- Edit the list of objectives above.
Time Line
End of March: agree upon objectives for course and assessment
By Graduation: agree on experimental design and assessment tools
By June 15: submit HSIRB form for approval.
By June 30: draft assessment tools
In July: test assessment tools and get student feedback; revise tools.
