| Type of Action: | |||
| Course Deletion | X | Requisite Change | |
| Course Revision | Repeatability Change | ||
| X | Description Change | Diversity Option | |
| Title Change | General Education Option | ||
| Number Change | area: | ||
| X | Contact Hour Change | Computer Requirement | |
| X | Credit Change | Writing Requirement | |
| Add Cross-listing | Other |
Effective Term: Spring, 2001
New/Current Course Number: 630 - 120
New/Current Course Title: Biological Foundations
15 Character Abbreviation: Bio Foundations
25 Character Abbreviation: Biological Foundations
Sponsor(s): Lance
Urven, Lauren Wentz
Department(s): Biological Sciences
College(s):Letters
and Sciences
I. Detailed explanation of changes (use FROM/TO format)
TO: A terminal course designed to introduce basic principles of life, such as structure and function reproduction, evolution, diversity and adaptation, leading to a broader understanding of man and his biological environment. Not applicable to biology emphases or minors. Three lectures and two hours of laboratory per week.
Coreq: 760-140 or 760-141 or equivalent
In the past, we used "open" labs, where students came and left from lab any time it was open at their convenience. Lab monitors checked students in and out, and answered questions, but provided little structure and little supervision. To make up for the poor supervision, we also required students to attend a discussion section of 30 students once per week (3 credit lecture, 1credit discussion, 1 credit (2 hours) lab). Discussion was meant to clarify labs, answer questions, and serve as a quiz section. Little additional content was delivered there.
Recently, with fewer sections of 120 required due to co-requisites of STS, we had enough staff to return to traditional labs. Students are carefully supervised and receive lots of small group attention. This made the discussion sections largely redundant and unnecessary. We can deliver the same material, in a more effective manner, as long as we have lab space, lab time, and faculty contact hours sufficient to cover labs this way. Both faculty and students have responded to the laboratory experience more positively than in the previous format. Students are more involved and take more responsibility for lab performance, and faculty believe students are meeting cognitive goals better.
Anticipated reductions in enrollment in Science and Technology in Society is expected to allow us to redirect faculty contact hours into lab to cover current and expanded demands on faculty instruction time, should the Gen Ed proposal be approved.
In essence, we are covering the same material more efficiently than in the past. The topic syllabus will remain unchanged with this revision, but small group instruction will occur in laboratory. Discussion is now unnecessary to cover the same material as in the past, and students will have a more enjoyable and constructive laboratory experience.