Syllabus for Biology 100

 

Instructor: ______________________                                                                             Office ______

 

Office Hours: ____________________                                                                           Phone ______

Introduction

It seems each week we read in the newspapers of some biological problem or issue that many times could have been avoided. I hope as a result of this class you will understand more of these problems and issues and will have tools to help solve the problems.

For non-biology majors and students wishing to update their biological knowledge before taking other biology courses or human anatomy/physiology. Topics include the process of science, natural selection, molecules of life, cell biology, cell division, DNA and protein synthesis, Mendelian and human genetics, biotechnology, and selected topics from human and animal physiology, and/or ecology. Examples will be taken from all the kingdoms of life.  Satisfies math/science/lab distribution requirement for AA degree.

Prerequisites:

   None, but each of the following are needed for success in this class:

·        Availability of 2 hours of study time outside of class for every hour in class (i.e. 12 -14 hours per week—about 2 hours daily)

·        Good reading, writing, oral communication, and critical thinking skills

·         Good study habits, a curious/active mind, and an interest in biology are strong assets

The Course

This is a one-quarter introductory biology course intended for non-science students, or returning students needing a refresher course. Topics discussed include….

 

·        The process of science

·        The organization of nature

·        Cell structure and how cells work

·        How genes are passed to our progeny

·        The molecular basis of heredity

·        Micro-evolutionary processes

·        Ecology

·        The Environment

 

A strong attempt will be made to show the relevance of these topics to your life and to help you to learn on your own once you leave this class. A variety of instructional methods will be used: traditional lecture, group work/discussions, and individual as well as group presentations.

Objectives

This course is not intended to be an overwhelming science experience, but rather an attempt to help students relate better to their surroundings from a biological perspective.  Students should learn how to critically evaluate information they receive from various sources. Your instructor desires to assist and improve student success in the sciences.  A variety of fundamental topics will be covered using examples relevant to our lives today. 


There are 3 major goals for this course:

1.      Biological Concepts

Since this is a survey course, it is important that we cover the major areas of biology listed above. However, biology is a large field so we will concentrate on the major concepts involved, rather than try to cover everything superficially. To pass this course, students will need to demonstrate an understanding of the major concepts of cellular biology and genetics, particularly as they relate to human health, human behavior, and the environment.

 

2.      Skills

It is important for all citizens to be scientifically literate, whether or not they are in a science profession. Part of literacy is the ability to find information, evaluate the information and communicate or act on that information. In this course we will help you learn to find reliable information related to biology, evaluate the quality of that information and communicate that information to your peers and instructor.

 

3.      Process of Science

We think that it is important for all people, not just scientists, to understand the process of science and how to do science. To learn to be a better scientist you will read papers from various sources (including original research papers) and discuss not only the findings, but also how science is conducted (e.g. funding, peer review, conferences, etc.). You will DO science whenever possible including such scientific methods as hypothesis testing (this can even occur in lecture), controlled experiments and observational studies.

Content Specific Learning Objectives in this class include...

The student:

·        Summarizes the steps of the process of science.

·        Recognizes different ways to organize nature and the implications thereof.

·        Identifies the functions of the four classes of biomolecules and the monomers of each class.

·        Identifies the structure and function of cellular organelles.

·        Solves Mendelian and non-Mendelian genetic problems.

·        Summarizes how DNA controls the phenotype of cells by encoding information for the production of protein.

·        Develops and understanding of ecological processes at the species, population, community, and ecosystem level.

These outcomes are demonstrated by three or more of the following:  1) Active and respectful participation in small and large groups, 2) Successful achievement on quizzes and exams, 3) Short and long writing assignments, 4) Case studies analysis, 5) Field and laboratory studies and associated reports, and 6) An ever improving knowledge of the subject material through, illustration, and elaboration

 

Campus-wide Learning Outcomes

The class will provide time for small group discussion of assigned readings and problems, general class discussions, lecture, short and long writing assignments, and brief student presentations. These learning experiences will be assessed using some or all of the indicated assessment strategies listed below.

Critical Thinking

1.  Student recognizes and uses essential components of effective reasoning to evaluate information and to improve the quality of his/her own thinking.

2.  Student provides reasons for the conclusions they reach and assess the relevance and adequacy of those reasons.

3.  Student demonstrates active listening and close reading skills.

4.  Student connects past learning with current topics.

These outcomes are demonstrated by: 1) active and meaningful participation in seminars, 2) portfolio, 3) case study analysis, 4) class and group discussions, 5) short and long writing assignment.

Responsibility

1.  Student demonstrates knowledge of and a willingness to accept stated/agreed upon expectations, policies, behavior, and procedures.

2. Student demonstrates preparedness for class discussion of assigned readings.

3.  Student demonstrates an ability to understand and respond respectfully to perspectives offered by other students.

4.  Student shares knowledge and opinions with others in general class discussions.

These outcomes are demonstrated by:  1) pre-class clearance documents, 2) active and meaningful participation in lecture/discussions, 3) handing in assignments in a timely fashion, 4) attitudes and behaviors in the class which will be reflected in the overall class grade.

Written Communications

1.  Student demonstrates involvement with the material by expressing a clear sense of purpose, unity and focus in his/her writing.

2.  Student demonstrates clear organization of his/her thoughts in written form.

3.  Student demonstrates well-organized and logical writing with correct grammar and spelling.

4.  Student’s writing illustrates the connections between concepts developed in the course and topic specific applications.

5.  References are reported in standard format.

These outcomes are demonstrated by: 1) portfolio, 2) short and long writing assignments.

Quantitative Reasoning

1.  Student demonstrates problem-solving abilities in individual assignments and in assignments which involve working in groups of variable size.

2.  Student translates real-world data into symbolic representations, extracting and interpreting data from symbolic representations of real-world data.

These outcomes are demonstrated by: 1) data acquisition, summarization, and analysis, 2) case study analysis, 3) lecture/discussion, 4) seminars.

Aesthetic awareness

1. Student demonstrates the ability to use the physical senses to heighten experiences.

2. Student demonstrates the ability to find order, wholeness, and unity of parts.

3. Student demonstrates the ability to produce work that is neat in appearance.

These outcomes are demonstrated by: journals, written assignments, and discussions.

Oral Communications

1. Student presents ideas concisely.

2. Ideas are well organized.

3. Student speaks clearly, projects voice well, and makes eye contact with members of the class.

Demonstrated by short presentations based on assigned readings, case studies, lectures/discussion, seminars, and laboratory/field study results.

Course materials

 (Available in the GRCC bookstore)

·        Textbook:  Essential Biology, Campbell and Reece                                          (required)

·        Biology 100 Lab Packet                                                                                   (required)

·        3-ring, 1 inch binder, 3-ring dividers, plain file folder                                          (required)

·         Strongly suggested:  simple scientific calculator, 6 inch ruler, colored pens and pencils, small pocket stapler for stapling assignments in class (there is not a stapler available in class!)

Grading

Laboratory                      120 points

Quiz (5)                           200 points

Participation                    100 points

Portfolio                          240 points

Brochure Project             200 points (50 for presentation, 100 for brochure, 50 for self/peer evaluation)

Grading scale

                                                94%-100                                 A         4.0

                                                90-93                                       A-        3.7

                                                87-89                                       B+       3.3

                                                83-86                                       B          3.0

                                                80-82                                       B-        2.7

                                                77-79                                       C+       2.3

                                                73-76                                       C         2.0

                                                70-72                                       C-        1.7

                                                67-69                                       D+       1.3

                                                63-66                                       D         1.0

                                                below 62%                                           0.0

Classroom Policies

1)      While I don't grade on attendance per ce it is an important factor for your success in this class.  I don't process excuses for missing class or turning in or stamping assignments late.  While I am sure there are lots of good excuses for not being in class, not getting the assignment, or not getting an assignment done, the fact remains that you weren't in class and the concepts and ideas discussed in class are an important aspect of this class that require your presence for understanding. 

2)      This class requires a substantial amount of writing.  All written assignments except ALEs and nonformal lab reports will be computer generated for my ease in reading them and for your ease in editing them to improve your answer and hopefully your grade.  (excluding graphs or pictures you may be required to draw) Indicate edited additions to your responses by using a different but readable typeface (font or color) than you used originally.  Indicate edited deletions by using the strike through option.

3)      Pass/No credit option ¾Students may elect to be evaluated on a "Pass" or "Non-Credit" basis rather than by decimal grades.  To declare an intention to be graded pass/no credit, the student must file a petition with the registrar no later than the end of the fifth week of the quarter.  For students who qualify, the registrar will convert the decimal grade submitted by the instructor either to credit (P) or to no credit (NC).  Any student who does not inform the registrar by the deadline may not choose the P/NC option.

4)      Safety

a)      Notify the instructor immediate when injury occurs.

b)      Immediately discuss with the instructor any situation which you feel may be dangerous or cause you discomfort.

c)      Use proper, safe techniques regarding personal safety.

d)      Use equipment for its intended purpose only, as instructed by the instructor.

e)      While enthusiastic participation is encouraged, the class will remain an academic environment in which learning can take place.

5)      Student Conduct¾In appropriate conduct will be addressed verbally as a first warning.  The second offense will be addressed in writing to the student and the Dean.  The third offense may result in permanent removal from class.  WAC 132J-125-210

6)      Academic Honesty¾Students are expected to produce original work.  The use of another person's ideas, data, graphics, or text may be used with permission from the original sources and the original source given credit.  Any unauthorized use of another person's intellectual work is cheating (copying on exams, copying work/assignments, falsification of data or calculations, etc.).  Cheating will not be tolerated and can result in failure of this course and a letter sent to the Dean.  WAC 132J-125-200

7)      Differently-abled clause¾If you need course adaptations or special accommodations because of a disability, or if you have emergency medical information I should know about, or if you special needs I should know about, please notify me during the first week of class. You can reach me by phone at 833-9111, ____. Or, you can schedule an office appointment to meet me in the ST Office Building, office number ____ during my office hours or at an alternative mutually agreeable time.  If this location is not convenient for you, we will schedule an alternative place for the meeting.  If you use an alternative medium for communicating, please let me know well in advance of the meeting (at least one-week) so that appropriate accommodations can be arranged.

8)      Assignments turned in late will be deducted at the rate of 10‰ per day (weekends included). Late is defined as not turned in at the beginning of the class period. That means after we start working on the day’s work, the assignment is late.

9)      The instructor reserves the right to change any policies, provisions, and considerations outlined in this syllabus.

Instructional philosophy

You probably expect me to come to class each day. You probably expect me to come to class each day on time and stay the whole class period. You probably expect me come to class each day enthusiastic about the prospects of learning. You probably expect me to be prepared for class each day and willing to answer questions and share ideas. You probably expect me to be able to critically evaluate ideas as they come up in discussion.

I believe this class is a community for learning. Each one of us in the class has the responsibility to meet each others expectations for learning and courtesy. If the above list is your expectations for me what should my expectations for you be? Should they be different, should they be the same. Should you be allowed to think that attending class once in awhile, arriving late when you do show up and leaving early is an appropriate meeting of my expectations? Or for that matter your own expectations of receiving a good grade.

This class is a mixture of traditional lecture, group work, group discussions, and individual presentations. I try to slowly stretch your boundaries and slowly increase your comfort levels to increase your willingness to openly participate in classroom discussions.

Expect to spend up to 2 quality study hours outside the classroom for every hour in the classroom to satisfactorily complete this course.

Vague Thinking

This is a biology class, biology is a science, therefore it is impossible to understand. NOT!!  Many if not all of you are non–science types. Science scares you, chemistry scares you even more. But science is much like other fields of endeavor. It is an accumulation of information but more importantly it is a process. Part of the process is actually doing an experiment but that is just part of the process. The impetus for doing the experiment is really to provide a clear, precise, definite, specific, concrete, distinct and ever more exact descriptions of the world around us. It is thinking about the “doing” of the experiment and the results of the experiment in a critical fashion that is really important. The mortal sin of this class is thinking that is vague, obscure, nebulous, blurred, confused, intangible, indefinite, imprecise, fuzzy, foggy, or indeterminate.

 

 

 

 

 

 

 

 

 

 

The Class at a Glance

 

   Week                      Topic                  Reading†                      Laboratory Exercise

1

 

Science Process

Ch 1 & 18

Lab 1b (10pts), Start Pea

2

 

Basic Chemistry

Ch 2, 3, & 4,

Lab 3 Microscope and Cells (10pts) Pea Cont.

3

 

Cell Structure

Ch 4,

Lab 4: Lit. Search (10pts), Pea Cont.

4

 

Genetics

Ch 7 & 8

Lab 5: Online Karyotyping. (10pts) Pea Cont.

5

 

Genetics

Ch 7, 8,  & 9

Lab 8: Genetics Lab, Pea Cont.

6

 

Genetics

Ch 7, 8, 9, & 10

Finish Lab 8 (20pts), Pea Lab Due (20pts).

7

 

Organizing Nature

Ch 14, 15, & 16

Lab 10: Modified Analysis of an Aquatic Ecosystem

8

 

Ecology

Ch 5, 6, 18, 19,  & 20

Presentations

 

 

Additional reading assignments are given in the TV guide.  The above reading assignments are only for the textbook, Campbell and Reece.  I strongly encourage that you read all labs before we actually do the labs and I strongly encourage you to read and start work on the Active Learning Exercises (ALEs) before we begin work on them in class.  By doing so you will be making up work that will be missed because of scheduling conflicts that have resulted because of holidays.  At least that is the argument I am going to try and sell the Dean so we don't have to come in on a Friday night or a Saturday.

Grade Profiles: Biology

The Grade of F

F-level work fails to display an understanding of the basic nature of biological thinking, and in any case does not display the biological thinking skills and abilities that are at the heart of this course. The work at the end of the course is as vague, imprecise, and unreasoned as it was in the beginning. There is little evidence that the student is genuinely engaged in the task of taking charge of his or her biological thinking. Many assignments appear to have been done pro forma, the student simply going through the motions without really putting any significant effort into thinking his or her way through them. Consequently, the student is not analyzing biological issues clearly, not formulating biological information accurately, not distinguishing relevant from irrelevant information, not identifying key questionable biological assumptions, not clarifying key biological concepts, not identifying relevant biological competing points of view, not reasoning carefully from clearly stated premises, or tracing biological implications and consequences. The student’s work does not display discernible biological reasoning and problem-solving skills.

The Grade of D

D-level work shows only a minimal level understanding of what biological thinking is, along with the development of some, but very little, biological thinking skills or abilities. D work at the end of the course, on the whole, shows only occasional biological thinking skills, but frequent uncritical biological thinking. Most assignments are poorly done. There is little evidence that the student is "reasoning" through the assignment. Often the student seems to be merely going through the motions of the assignment, carrying out the form without getting into the spirit of it. D work rarely shows any effort to take charge of ideas, assumptions, inferences, and intellectual processes. In general, D-level thinking lacks discipline and clarity. In D-level work, the student rarely analyzes biological issues clearly and precisely, almost never formulates biological information accurately, rarely distinguishes the relevant from the irrelevant, rarely recognizes key questionable assumptions, almost never clarifies key biological concepts effectively, frequently fails to use biological language in keeping with established professional usage, only rarely identifies relevant competing biological points of view, and almost never reasons carefully from clearly  stated premises, or recognizes important implications and consequences. D-level work does not show good biological reasoning and problem-solving skills and frequently displays poor reasoning and problem-solving skills.

The Grade of C

C-level work illustrates some but inconsistent achievement in grasping what biological thinking is, along with the development of modest biological thinking skills or abilities. C-level work at the end of the course, it is true, shows some emerging biological thinking skills, but also pronounced weaknesses as well. Though some assignments are reasonably well done, others are poorly done; or at best are mediocre. There are more than occasional lapses in reasoning. Though biological thinking terms and distinctions are sometimes used effectively, sometimes they are used quite ineffectively. Only on occasion does C-level work display a mind taking charge of its own ideas, assumptions, inferences, and intellectual processes. Only occasionally does C-level work display intellectual discipline and clarity. The C-level student only occasionally analyzes biological issues clearly and precisely, formulates biological information accurately, distinguishes the relevant from the irrelevant, recognizes key questionable assumptions, clarifies key biological concepts effectively, uses biological language in keeping with established professional usage, identifies relevant biological competing points of view, and reasons carefully from clearly stated premises, or recognizes important biological implications and consequences. Sometimes the C-level student seems to be simply going through the motions of the assignment, carrying out the form without getting into the spirit of it. On the whole, C-level work shows only modest and inconsistent biological reasoning and problem-solving skills and sometimes displays weak reasoning and problem-solving skills.

The Grade of B

B-level work represents demonstrable achievement in grasping what biological thinking is, along with the clear demonstration of a range of specific biological thinking skills or abilities. B-level work at the end of the course is, on the whole, clear, precise, and well-reasoned, though with occasional lapses into weak reasoning. On the whole, biological terms and distinctions are used effectively. The work demonstrates a mind beginning to take charge of its own ideas, assumptions, inferences, and intellectual processes. The student often analyzes biological issues clearly and precisely, often formulates biological information accurately, usually distinguishes the relevant from the irrelevant, often recognizes key questionable assumptions, usually clarifies key biological concepts effectively, typically uses biological language in keeping with established professional usage, frequently identifies relevant biological competing points of view, and shows a general tendency to reason carefully from clearly stated premises, as well as noticeable sensitivity to important implications and consequences. B-level work displays good biological reasoning and problem-solving skills.

The Grade of A

A-level work demonstrates real achievement in grasping what biological thinking is, along with the clear development of a range of specific biological thinking skills or abilities. The work at the end of the course is, on the whole, clear, precise, and well-reasoned, though with occasional lapses into weak reasoning. In A-level work, biological terms and distinctions are used effectively. The work demonstrates a mind beginning to take charge of its own ideas, assumptions, inferences, and intellectual processes. The A-level student often analyzes biological issues clearly and precisely, often formulates biological information accurately, usually distinguishes the relevant from the irrelevant, often recognizes key questionable assumptions, usually clarifies key biological concepts effectively, typically uses biological language in keeping with established professional usage, frequently identifies relevant competing biological points of view, and shows a general tendency to reason carefully from clearly stated premises, as well as noticeable sensitivity to important implications and  consequences. A-level work displays excellent biological reasoning and problem-solving skills. The A student's work is consistently at a high level of intellectual excellence.


Evaluation of Assignments

 

1.    Quizzes

 

There will be 5 quizzes during the quarter.  The quizzes are worth 40 points each.  The quizzes are primarily over material covered since the last quiz. The quizzes are comprehensive throughout the quarter. This is to say that questions from earlier in the quarter could be asked again. These quizzes will be part of the basis for the final. Quizzes can’t be taken late but you can take them early, so plan accordingly.  The days the quizzes are given are in the TV-guide.

2.    Participation

 

This class requires active participation on your part. Responses of the following types are not acceptable

I don’t know.

I am not prepared.

What he/she said.

Or other equally avoiding responses.

 

Everybody, yes everybody, has something to add to our understanding of the various topics discussed in this class. Of course you have to be present to participate. I monitor participation using the 3x5 cards.

5. Portfolios

 

Portfolios are collections of homework (HW) assignments, journaling exercises, and active learning exercises (ALEs) including a self-evaluation of each assignment. These assignments vary in their nature and ease of completion. They are all designed to make you think. All of the homework assignments for the quarter are given elsewhere in this syllabus or in your class information packet.  You will receive the active learning exercises each week

 

I will collect and evaluate your portfolios once during the quarter (see TV guide for due date). All types of assignments need to be stamped.  I stamp the assignments in class on the day they are debriefed and only on that day. .

 

Preclass clearance assignments can simply be questions that the student answers in a predetermined format. Other times the assignments will be peer teaching assignments that involve some group work on pre–assigned topics from your text, ALEs, analysis of articles using the elements of thoughts and intellectual standards that I hand out, or anything I can come-up with to stimulate and engage you in learning.

 

Each assignment will be self-evaluated by the student using the “Portfolio Contents Form.”  I strongly encourage each student to keep the “Portfolio Contents Form” up to date.  In addition to self-evaluation of each assignment the student will indicate on the “Portfolio Contents Form” which campus-wide outcome(s) are being addressed in each of the assignments.  The student then will write a short paragraph with supportive evidence to validate his/her position as to the selection of the specific campus-wide outcomes chosen.  These paragraphs will be typed, stamped by the instructor on the debriefing day for the assignment, and filed in order in your portfolio following the original assignment.  This will be true for all ALEs except for ALE#1, you will have until week 2 to complete this task for ALE#1.

In order for the assignment to be stamped you must meet the following criteria!!!!!

 

1. The assignment needs to be completely finished in the appropriate format and,

2. You and the assignment must be present during the entire discussion of the assignment. Entire means from the time the first word is uttered till the last with respect to the assignment.

 

There are no shortcuts, some of the assignments require group effort on a specific day, if you are not in class on that day it will not be possible for you to complete the assignment.

 

Remember these items concerning your portfolios.

·        Each assignment has your name, Assignment # Assignment title.

·        Organization of assignments is a must. Consider paper clips, staples, ect. in order to place your assignments IN THE CORRECT ORDER.

·        Assignments must be stamped if they are to be evaluated (no this is not "Brazil"). 

·        Place assignments in a plain 8.5x11 file folder, other types of folders will be ignored.

·        Clip off perforated edges.

·        To get an assignment stamped it needs to be complete.

·        To get an assignment stamped it needs to be in the correct format.

·        To get an assignment stamped you need to be present and participate in the discussion of the assignment.

·        Each assignment needs to self-evaluated by you.  Use form provided!

 

As you look at the portfolio assignments, stamping dates, and dates that the portfolio is actually turned in for assessment given later in the syllabus or in the TV guide please note that ample time is given between the stamping dates for individual assignments and when they are actually turned in for you to make revisions, additions, etc. as you see fit. That’s right folks you can improve your answer through group collaboration. And that effort will be rewarded if the assignment was stamped to begin with and randomly selected.

6. Brochure Project:

See Biology 100 Lab Manual under issues project for a general conceptual explanation of this learning experience, the TV guide for due dates, and the Lab Manual and Evaluation Forms Packet for details concerning this project. Ultimately your goal as an individual is to create a 3-fold brochure using 8 ½ x 11 paper detailing an instructor approved issue or information sharing project. Examples of suitable brochure topics are, GRCC Tree Walk, GRCC plant walk, Life cycle of Salmon, How the AIDs Virus Works, A Guide To Pollutants Under The Sink, How To Dispose Of _________, Biodiversity Issues In The Auburn Valley, Autism And You, Gene Engineering For Improved Crop Production, Genetic Basis for Alcoholism, and many more. Let your creative minds wander the halls of biological sciences to come up with a topic. Use Lab 4: Searching the Literature to explore your interests in Biology and apply those interests to this project.

In this project you will produce forty 3-fold brochures (50 pts), present the concepts in the brochure to the class (100 pts) and complete a self-evaluation of your brochure/presentation (50pts). Remember you need to get your instructors approval for your topic!!!

 

Seminaring

Introduction

Seminar is the heart of this class, it is one of the things that sets this class apart from other classes you will take. So what is a seminar? What is your role as a student in a seminar? Good questions. The key to the correct answer is participation.

Seminars bring together interested learners to share and develop understandings, after having read, studied, and thought about a book, reading an article, watching a film et cetra. Individual preparation is essential. This preparation should include note taking from interesting passages, reviewing important sections, and organizing one’s thoughts.

In the seminar the group is responsible for exploring the text and the ideas people have brought from reading and thinking about it. This is the time to work it over as a group, to think outloud about it, to test some ideas against the group. Seminar is a special time for a unique intellectual activity. It is focused but still free–flowing, searching, questioning, going deeper to understand ideas from a text, from others, and within yourself.

Seminar behavior

·        1. Be prepared and willing to discuss ideas and raise questions by completing the required reading and writing beforehand.

·        2. Be on time. If you must be late, do not join in the discussion until you are certain that you know exactly what is being discussed.

·        3. Listen attentively to what is said by others and take notes on the general discussion. Participants must learn to listen actively to each other and speak openly, not just to the leader. The group must learn to be sensitive to the needs of all.

·        4. Everyone should speak during each seminar. Speak in turn and allow others to finish their thoughts; do not interrupt another person. Silent periods are natural. Silence gives time to process thoughts, try to become comfortable with it. Address an idea or argument by connecting it to what someone else has said. Summarize the point you are responding to, then provide your idea.

·        5. Don’t break down into one–on–one conversations or be distracted with whispering side conversations. Keep the whole group focused on the one central point.

·        6. The discussion must be focused on the topic or question at hand by POINTING TO THE TEXT (page and paragraph). Then go on to EXPLAIN THE TEXT (what I think this is saying is… ). Then go on and ARGUE WITH THE TEXT or compare it to another or each other.

·        7. Take notes on the discussion. One use of such notes is to remind you, an hour after you wrote something down, that it might fit in the discussion now. Whereas it did not fit when you first thought of it and jotted it down.

Implementation

I use seminar and seminar techniques in this class, in lecture and in lab to stimulate thought, learning, and especially student student interactions. If I ask a question and no one responds I bring out the infamous 3x5 cards, which show no bias, are completely impartial in deciding who will answer. They have your name on them and marks indicating how many times you have answered, attempted to answer, said I don’t know, or just weren’t there.

Frequently during the quarter time will be set aside for you to work in groups on assigned materials. Sometimes you will have time in small groups to assess the value of your answer within the group before it is presented to the class. Small groups are an opportunity to work together to find answers to the question your group will be responsible for answering but also other topics covered in class. If I notice that instead the groups are talking about the latest release by “Nine Inch Nails” or the microbial fauna now occupying the swill in the lunchroom out will come the 3x5 cards and questions for you to answer.  I © the 3x5 cards.

 

Student Understandings

 

1.      I understand the standards in this course and that I am responsible for monitoring my own learning.

 

2.      I understand that when we are working in small groups I am responsible to take an active part in advancing the assigned work of the group.

 

3.      I understand that I will be held responsible for assessing my own work using criteria and standards discussed in class.

 

4.      I understand that if at any time in the semester I feel unsure about my “grade,” I may request an assessment from the instructor.

 

5.      I understand that nearly every class period will have something due, preclass clearance assignments, quiz, seminar/journal questions, labs etc.

 

6.      I understand that the preclass clearance assignments and seminar/journal assignments will be prepared using the format discussed.

 

7.      I understand that the preclass clearance assignments and seminar/journal assignments must be completed before coming to class if they are to be stamped.

 

8.      I understand that preclass clearance assignments and seminar/journal assignments will be stamped if and only if I am available to participate.

 

9.      I understand that only about one-half of the preclass clearance assignments will be evaluated.

 

10.  Journal assignments will be evaluated using the criteria and rubric given in the syllabus.

 

11.  I understand that I am responsible for my own learning.

 

12.  I understand the use of the quizzes employed in this class is to prepare for the coming week.

 

13.  I understand that some projects will be worked on in pairs or larger groups.

 

14.  I understand that the work of the course requires consistent classroom attendance and active participation.

 

15.  I understand that the choice is mine not the instructors.