Difference between revisions of "2009-2010 Biology Curriculum Wiki"

Revision as of 17:42, 23 May 2009

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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