GE-010-089, BIO 112, Problem Solving in Life Science (GE Area B2)

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GE-010-089, BIO 112, Problem Solving in Life Science (GE Area B2)

CALIFORNIA STATE POLYTECHNIC UNIVERSITY, POMONA

ACADEMIC SENATE

GENERAL EDUCATION COMMITTEE

REPORT TO

THE ACADEMIC SENATE

GE-010-089

BIO 112, Problem Solving in Life Science

(GE Area B2)

General Education CommitteeDate:7/9/09

Executive Committee

Received and ForwardedDate:7/15/09

Academic SenateDate:9/30/09

First Reading

BACKGROUND:

The department is proposing to add this one unit course to GE Area B2.

This course enables students who have taken BIO 110 and a lab in another science GE B1 area to earn one unit required in GE Area B. This course was created so that students could fulfill the required 16 units in Area B without having to take extra labs, thereby freeing lab space.

An example: a student who has taken CHM 121 (General Chemistry I), GSC 151L (Earth, Time, and Life Lab) and BIO 110 (Life Science) would be one unit short of fulfilling the required 12 units in areas B1, B2, and B3. This course would allow students to gain that one credit without having to take another lab.

RESOURCES CONSULTED:

Frank Ewers, Chair, Biological Sciences; Nancy Buckley, Associate Professor, Biological Sciences; Dr. Claudia Pinter-Lucke

RECOMMENDATION:

The General Education Committee voted unanimously to support GE-010-089, BIO 112, Problem Solving in Life Science (GE Area B2), 7-0-0.

California State Polytechnic University, Pomona

College of Science

Department of Biological Sciences

New Course Proposal: BIO 112. Problem Solving in Life Science

Prepared by: Dr. Frank W. Ewers

I. Catalog Description

BIO 112: Problem Solving in Life Science (1)

An optional lecture/problem solving course to accompany BIO 110. A basic understanding of living organisms, including humans, and their environment, will be achieved though interactive lectures, problem solving and other learning centered activities. Designed as a non-laboratory option to satisfy general education requirements. This course must be taken concurrently with or after taking BIO 110.

Prerequisites: BIO 110 or concurrent enrollment in BIO 110.

II. Required Background or Experience:

Completion or concurrent enrollment in BIO 110.

III. Expected Outcomes:

By the conclusion of this course, students will be able to:

1. Distinguish between major types of natural systems, particularly living systems, and how they relate to each other and to humans.

2. View science as a human endeavor to understand the natural world and be able to apply knowledge and skills in asking meaningful questions, interpreting data, communicating results and drawing conclusions through written work

3. Describe and explain several specific fundamental processes that characterize and affect ALL living systems.

4. Describe key representative biological facts and processes of particular interest to the student on a personal level.

5. Describe interactions between major categories of organisms and their biological and physical environment over different time and space scales.

6. Appreciate and value the diversity of living organisms, the habitats and conditions under which they exist and be able to explain processes involved in their evolution.

7. Evaluate and/or analyze past and present influences of biology on personal, as well as societal well-being and decision-making.

IV. Justification:

BIO 110 involves three lecture hours a week in a classroom with 116 students. In that environment it is difficult for some students to learn all that is expected. A supplemental one hour lecture/problem solving/discussion session with a group of 24 students or less would enhance student learning considerably. Secondly, students at Cal Poly are required to satisfy Area B requirements for 16 credits in Mathematics and Natural Sciences, including a course in biology and at least one lab course in either Physical Science or Biological Science. For students already having a lab course in Physical Science, it may be better to take a one credit lecture/discussion course (BIO 112) rather than a laboratory course (BIO 111L) to complement the three credit course BIO 110. Our college and departmental resources have not allowed us to meet demand for BIO 111L in the last several years, and BIO 112 would serve as a good alternative for some students. Lastly, in concert with the sister courses, BIO 112 would allow for a study of the impact of laboratory experience versus lecture/problem solving experience on student learning. This will further inform curriculum development.

V. Instructional Materials:

The textbook will be the same biology textbook as the students use in BIO 110. There will also be readings that will be posted on the Blackboard site established for the course. These reading will focus on articles in the popular media that pertain to the life sciences. A personal response system (e.g. IClicker) will also be used throughout the course.

VI. Minimum Student Materials:

Assigned text (available from the Bronco Bookstore) and readings (accessible on-line), paper and writing implements, and on and off-campus access to computing facilities.

VII. Minimum College Facilities:

At a minimum, classroom facilities with seating for up to 24 students) that are equipped with computer/projection systems, and wired or wireless access to the Internet will be required. A personal response system (e.g. IClicker) will be required to help monitor student learning.

VIII. Expanded Course Outline:

Week 1: Biological molecules. Water, carbohydrates, proteins, lipids, DNA (and Pre-exam)

Week 2: Cell structure and function. In addition, in this week students will pick a topic for their term project. The topic will involve a current issue or controversy involving the life sciences.

Week 3: Energy exchange in living organisms: photosynthesis, respiration, location of energy exchange (and Quiz 1)

Week 4: Mendelian genetics.

Week 5: Human biology. Transport physiology, organ systems, human genetics

Week 6: Biological Jeopardy – a learning game regarding biological facts. (and Quiz 2)

Week 7: Evolution. Microevolution and macroevolution. First draft of term paper due.

Week 8: Ecology. The economy of nature. Population, community and ecosystem ecology.

Week 9: Environmental biology. Human impacts on the environment (and Quiz 3)

Week 10: Round table discussions: Current issues in the life sciences.

Final exam week: Post course survey. Final draft of term paper due.

IX. Instructional Methods:

This course is a one credit interactive lecture/problem solving/discussion course designed to complement the BIO 110 course. Clickers will be used throughout the course to monitor student learning and to respond to it in creative ways. Learning games (Biological Jeopardy) will also be used. Discussions will be used to further enrich student understanding of the role of life sciences in our society. Group presentations will center on current issues in the life sciences. A rough draft of the term paper will be evaluated with editorial suggestions provided, with the final draft due during finals week.

X. Outcomes Assessment:

Multiple forms of assessment will be used to measure progress toward achieving student learning outcomes and used to direct changes and modifications where necessary. Assessments will take the following forms:

• Classroom assessment techniques: interactive questioning, , personal response systems (e.g. IClicker), panel discussions.
• Pre-exam, post course survey, and three quizzes. The pre-exam and post course survey will test knowledge and understanding at the beginning and end of the course, and three quizzes will test knowledge and skills at intermediate stages.
• Written work: There will be a term paper, with a first draft due in the 7th week, and the final version due during finals week.
• Assessments throughout the course will be used to inform the BIO 110 lecturer as to what topics in the life sciences the students are having the most trouble with.
• Results from BIO 110 exams will be used for analysis of student learning comparing three populations: (1) Students taking only BIO 110. (2) Students taking both BIO 110 and BIO 111L, and (3) Students taking both BIO 110 and BIO 112. This will inform our further course and curriculum development.