GcatWiki - User contributions [en]

2009-2010 Biology Curriculum Wiki

2009-05-23T17:42:32Z

Balom:

[http://www.mediawiki.org/wiki/Help:Editing_pages Hints for editing a wiki.]

'''Group I'''
(Mark B, Karen B, Steve P, & Barbara L)

* Bio majors requires:
-three intro classes
-three 200 level courses
-five classes at 300/400 level (at least two of which include labs)

* Intro = Chem 115, Biolll, & Bio112 (all with labs)

* 200 level = two integrative/interdisciplinary lab courses (no lecture) and one seminar/lecture course (with no lab)
- topics for these 200-level courses could vary by instructor, year, may be team-taught, etc.
- intended to provide potential bio majors and pre-meds who are busy with organic/physics with foundational biology courses that are not as time-consuming as combined lecture/lab courses currently in the ABC categories
-intended to lay experimental and inquiry foundations so that students have ability to ask questions and take responsibility for seeking information/answers on their own
-

* 300 level = upper level lab, lecture, seminar, group investigation, etc. courses
-similar to current structures, topics, etc. of our 300 level courses

* 400 level = independent research, thesis research, honors research
- greater variety of research course numbers to reflect discipline and/or nature of research experience

First pass at pros and cons of other 2 versions

'''Group II'''
First pass at fleshing out proposal (may modify original version in response to discussions)

First pass at pros and cons of other 2 versions

'''Group III'''
First pass at fleshing out proposal (may modify original version in response to discussions)

''Dave, Pat and Malcolm''

* We like the idea of 200, 300, 400 courses
* We think that big biologist should include some genetics and we think small biologists should include some diversity/ecology and statistics.
* We think this would allow Karen Hales to be the only genetics instructor. Dave would offer micro once a year and Sofia would offer immunology once a year.
* We propose that we team-teach more and design interdisciplinary courses. This would require faculty development where each of us offer mini-courses on special topics as needed. We could develop new teach-taught courses that accomplish faculty development as well as offering new courses.
* Current ABC course division is not working. We propose n 200 level courses that would address the breath issues that could be team taught.
* We think the holes that are in our curriculum could be filled as identified especially through team taught courses.
* There are methods to keep assessment consistent for team-taught courses throughout the semester.
* As indicated by the outside reviewers, our department has a mindset where each faculty member is an island and we prefer a metaphor of a network of interconnected nodes where we help each other.

''Part II''
* We want students to be able to start the major after first year and be able to go abroad.
* 100 level courses need to combine some skills, some content, some excitement. Should be funnels and not filters. We want to utilize Mark Barsoum’s M&S center to help students make the transition from HS memorization to college critical thinking and extracting key concepts.
* There is a difference between covering material and students learning material.
* 200 level courses add the breadth.
* Chem 115 should be required before any 300 level courses.
* 300 level courses could be in-depth courses that explore an area
* 400 level courses have synthesis and/or full research experience.
* The outside reviewers commented repeatedly about the departmental culture of not talking about difficult topics is stifling creativity. We think every course should be open to collaborative input.
* We are scared of change, time taken from research, and going into an area where we are less comfortable. We think some time allocation is necessary to facilitate the transition.
* We think the new interdisciplinary initiatives will require that we have time shifted, not added. One way to do that is have a 3+2 or 4+1 distribution, with majority in Biology and 2 or 1 in interdisciplinary area.

First pass at pros and cons of other 2 versions

2009-2010 Biology Curriculum Wiki

2009-05-23T17:28:52Z

Balom:

[http://www.mediawiki.org/wiki/Help:Editing_pages Hints for editing a wiki.]

'''Group I -''' Steve, Karen B, Mark B, & Barbara''''''

First pass at pros and cons of other 2 versions

'''Group II'''
First pass at fleshing out proposal (may modify original version in response to discussions)

First pass at pros and cons of other 2 versions

'''Group III'''
First pass at fleshing out proposal (may modify original version in response to discussions)

''Dave, Pat and Malcolm''

* We like the idea of 200, 300, 400 courses
* We think that big biologist should include some genetics and we think small biologists should include some diversity/ecology and statistics.
* We think this would allow Karen Hales to be the only genetics instructor. Dave would offer micro once a year and Sofia would offer immunology once a year.
* We propose that we team-teach more and design interdisciplinary courses. This would require faculty development where each of us offer mini-courses on special topics as needed. We could develop new teach-taught courses that accomplish faculty development as well as offering new courses.
* Current ABC course division is not working. We propose n 200 level courses that would address the breath issues that could be team taught.
* We think the holes that are in our curriculum could be filled as identified especially through team taught courses.
* There are methods to keep assessment consistent for team-taught courses throughout the semester.
* As indicated by the outside reviewers, our department has a mindset where each faculty member is an island and we prefer a metaphor of a network of interconnected nodes where we help each other.

''Part II''
* We want students to be able to start the major after first year and be able to go abroad.
* 100 level courses need to combine some skills, some content, some excitement. Should be funnels and not filters. We want to utilize Mark Barsoum’s M&S center to help students make the transition from HS memorization to college critical thinking and extracting key concepts.
* There is a difference between covering material and students learning material.
* 200 level courses add the breadth.
* Chem 115 should be required before any 300 level courses.
* 300 level courses could be in-depth courses that explore an area
* 400 level courses have synthesis and/or full research experience.
* The outside reviewers commented repeatedly about the departmental culture of not talking about difficult topics is stifling creativity. We think every course should be open to collaborative input.
* We are scared of change, time taken from research, and going into an area where we are less comfortable. We think some time allocation is necessary to facilitate the transition.
* We think the new interdisciplinary initiatives will require that we have time shifted, not added. One way to do that is have a 3+2 or 4+1 distribution, with majority in Biology and 2 or 1 in interdisciplinary area.

First pass at pros and cons of other 2 versions

2009-2010 Biology Curriculum Wiki

2009-05-23T17:28:32Z

Balom:

[http://www.mediawiki.org/wiki/Help:Editing_pages Hints for editing a wiki.]

'''Group I - Steve, Karen B, Mark B, & Barbara'''

First pass at pros and cons of other 2 versions

'''Group II'''
First pass at fleshing out proposal (may modify original version in response to discussions)

First pass at pros and cons of other 2 versions

'''Group III'''
First pass at fleshing out proposal (may modify original version in response to discussions)

''Dave, Pat and Malcolm''

* We like the idea of 200, 300, 400 courses
* We think that big biologist should include some genetics and we think small biologists should include some diversity/ecology and statistics.
* We think this would allow Karen Hales to be the only genetics instructor. Dave would offer micro once a year and Sofia would offer immunology once a year.
* We propose that we team-teach more and design interdisciplinary courses. This would require faculty development where each of us offer mini-courses on special topics as needed. We could develop new teach-taught courses that accomplish faculty development as well as offering new courses.
* Current ABC course division is not working. We propose n 200 level courses that would address the breath issues that could be team taught.
* We think the holes that are in our curriculum could be filled as identified especially through team taught courses.
* There are methods to keep assessment consistent for team-taught courses throughout the semester.
* As indicated by the outside reviewers, our department has a mindset where each faculty member is an island and we prefer a metaphor of a network of interconnected nodes where we help each other.

''Part II''
* We want students to be able to start the major after first year and be able to go abroad.
* 100 level courses need to combine some skills, some content, some excitement. Should be funnels and not filters. We want to utilize Mark Barsoum’s M&S center to help students make the transition from HS memorization to college critical thinking and extracting key concepts.
* There is a difference between covering material and students learning material.
* 200 level courses add the breadth.
* Chem 115 should be required before any 300 level courses.
* 300 level courses could be in-depth courses that explore an area
* 400 level courses have synthesis and/or full research experience.
* The outside reviewers commented repeatedly about the departmental culture of not talking about difficult topics is stifling creativity. We think every course should be open to collaborative input.
* We are scared of change, time taken from research, and going into an area where we are less comfortable. We think some time allocation is necessary to facilitate the transition.
* We think the new interdisciplinary initiatives will require that we have time shifted, not added. One way to do that is have a 3+2 or 4+1 distribution, with majority in Biology and 2 or 1 in interdisciplinary area.

First pass at pros and cons of other 2 versions

2009-2010 Biology Curriculum Wiki

2009-05-19T02:38:13Z

Balom:

[http://www.mediawiki.org/wiki/Help:Editing_pages Hints for editing a wiki.]

'''Group I'''
First pass at fleshing out proposal (may modify original version in response to discussions)
test - feel free to delete

First pass at pros and cons of other 2 versions

'''Group II'''
First pass at fleshing out proposal (may modify original version in response to discussions)

First pass at pros and cons of other 2 versions

'''Group III'''
First pass at fleshing out proposal (may modify original version in response to discussions)

''Dave, Pat and Malcolm''

* We like the idea of 200, 300, 400 courses
* We think that big biologist should include some genetics and we think small biologists should include some diversity/ecology and statistics.
* We think this would allow Karen Hales to be the only genetics instructor. Dave would offer micro once a year and Sofia would offer immunology once a year.
* We propose that we team-teach more and design interdisciplinary courses. This would require faculty development where each of us offer mini-courses on special topics as needed. We could develop new teach-taught courses that accomplish faculty development as well as offering new courses.
* Current ABC course division is not working. We propose n 200 level courses that would address the breath issues that could be team taught.
* We think the holes that are in our curriculum could be filled as identified especially through team taught courses.
* There are methods to keep assessment consistent for team-taught courses throughout the semester.
* As indicated by the outside reviewers, our department has a mindset where each faculty member is an island and we prefer a metaphor of a network of interconnected nodes where we help each other.

''Part II''
* We want students to be able to start the major after first year and be able to go abroad.
* 100 level courses need to combine some skills, some content, some excitement. Should be funnels and not filters. We want to utilize Mark Barsoum’s M&S center to help students make the transition from HS memorization to college critical thinking and extracting key concepts.
* There is a difference between covering material and students learning material.
* 200 level courses add the breadth.
* Chem 115 should be required before any 300 level courses.
* 300 level courses could be in-depth courses that explore an area
* 400 level courses have synthesis and/or full research experience.
* The outside reviewers commented repeatedly about the departmental culture of not talking about difficult topics is stifling creativity. We think every course should be open to collaborative input.
* We are scared of change, time taken from research, and going into an area where we are less comfortable. We think some time allocation is necessary to facilitate the transition.
* We think the new interdisciplinary initiatives will require that we have time shifted, not added. One way to do that is have a 3+2 or 4+1 distribution, with majority in Biology and 2 or 1 in interdisciplinary area.

First pass at pros and cons of other 2 versions