Information Competence Activities and Student Learning Outcomes in the SJSU Biology Curriculum

Biology Curriculum: Info Comp Matrix

Excel file | Biology Info Comp Project | Biological Sciences Dept.

General || Physiology || Conservation & Organismal: Bot., Conserv., Zoo., Ent. || Molecular || Microbiology

Course Std (categories) Greensheet activities listed or suggested

General Requirements

Biology 1: Plant Biology Standards 1-5 See also detailed sheet.

Standard 1 Students need to determine what kind of CO2 study to pursue (Standard 1.1 - students define the problem.

Standard 2 "Students retrieve information through database searches" - (no training or instruction in this, but assignments require it)

Standard 3 Standard 3.3, 3.4 - students analyze data collected and synthesize results with information from earlier studies//Standard 3.6 - group discussion of research results//Standard 3.7 - students need to determine if the data that they have gathered will allow them to completely answer the question or if more information is needed.

Standard 4 4.1, 4.3 New and prior knowledge integrated into research report // 4.2 - students sometimes need to revise either or both the experimental design and the end product (report)

Biology 2: Animal Biology General statements "In lab you will often work in teams to collect, organize and interpret information. This is the usual way in which biologists and health care professionals work so that these activities are as close to real life experiences as possible"

Standard 1 Students design an experiment (standards 1.1, 1.2, 1.4)

Standard 2 Students search the scientific literature and retrieve info.//Library assignment?

Standard 3 Standard 3.2 - Students evaluate the scientific literature // Standard 3.6 - "Both the lab and the discussion sections are designed to increase learning through continuous interactions among students and between students and the instructor."

Standard 4 Write-up (4.1, 4.2, 4.3)

Biology 5: Computer Literacy in Biology Standard 1 Students learn how scientific literature is organized (Learning outcome 1.2 "The information literate student identifies a variety of types and formats of potential sources for information")

Standard 2 Instructor noted that course covers all learning outcomes under standard 2 (2.1,2.2,2.3,2.4,2.5). Students learn how to access the scientific literature on the web and in databases- "The information communicated in a paper can be acquired with the use of computer tools, and can be stored in and retrieved from a computerized database. Background information about the project most likely was obtained by using computer tools to search the primary scientific literature or the world wide web."

Standard 3 Students learn to use computer programs that support data analysis -- including spreadsheet programs and statistical packages.

Standard 4 Written and oral presentations require students to learn and apply communication skills -- in particular, students learn computer programs that can enhance the communication of information, such as drawing programs, painting programs and graphing programs. // Note that on green sheet all skills are placed in the context of the goal of effective communication -- "All of these ways of using computers will be introduced in the context of developing the parts of a science paper reporting a biological experiment."

Standard 5 Using graphics appropriately, with respect for copyright issues, and citing sources (5.1, 5.3)

Biology 100W: Scientific Communication Workshop Standards 1-5 See detailed sheet.

Biol. 115: General Genetics General Needs explicit statements for standards.

Biology 155: Hypothesis Testing General "You will learn how to design experiments that test specific hypothesis, to choose and conduct the proper statistical analysis of the results, and to interpret and effectively describe the results of experiments."

Standards 1-4 Students design experiments, gather and analyze data and report conclusions.

Standard 5 Bias avoiding and citing sources (5.1, 5.3)

Biology 156: Pattern Recognition and Analysis Standard 1 Students select and design a field project. Note that "costs and benefits analysis" is an important component of experimental design (1.3) -- need to get enough info for it to be valid but efficiency is important.

Standards 2-4 Students gather and analyze experimental data and report conclusions.

Standard 5 Bias avoiding and citing sources (5.1, 5.3)

Micro 101: General Microbiology Standard 1 Define a problem*, Develop conceptual framework, Laboratory experiments

Standard 2 Evaluate data or information*, Reading material

Standard 3 Integrate*

Standard 4 Lab reports

Physiology

Biol. 124: Mammalian Physiology none Needs explicit statements for standards addressed

Biol. 125: Mammalian Physiology Lab Standard 2 Learn to inegrate info both verbal and written; this can be done with the aid of texts, handouts and help of the instructor in the labs

Standard 3 Each group works up data

Standard 4 Oral presentation of data/ written lab report

Standard 5 Lab info must be obtained with ethical use of animals

Biol. 131: Endocrine Physiology General Integrated into the various topics will be current research findings and trends in experimental enodcrinology. Needs explicit statements for standards addressed

Biol. 136: Vertebrate Neurophysiology Standards 1-5 Review paper: extensive statement in Greensheet - 1 (2, 3), 2 (1-5), 3 (1, 3, 4, 7), 4 (1, 2), 5 (1, 2, 3)

Conservation and Organismal Biology

Biology 118: Evolutionary Genetics General "We will explore the evidence that has revealed that all organisms have changed over time. We will also become familiar with the experimental and analytical methods used by researchers in evolutionary genetics. Finally, we will learn how to ask scientifically meaningful questions [standards 1], design experiments [standard 2], analyze data, and critically review scientific papers [standard 3, plus standard 4 as this is written communication]." General goals seem to cover most standards, especially highlighted sentence, right.-- ALSO - resource-based learning in that final exam is based on the content arising from small group presentations (related in infocomp because students' questioning, finding, synthesis, evaluating and communication become content of the course)

Standard 3 Literature review assignment -- students analyze and critique paper's finding // Exam includes critique of current literature //also, see other assignments below

Standard 4 Literature review assignment - 1 page written evaluation and critique // "Thanksgiving paper" -- "a brief explanation of the techniques described in either chapter 17, 18 or 19 with a zerox copy of a related paper from the current literature and critique." // Small group presentations -- students 'present scientific papers ...and provide classmates with exam-practice work sets and feedback."

Biology 160: Ecology General Critical thinking and information literacy-type skills articulated as a green sheet objectives "Another important goal [of the class] is to provide an ongoing opportunity to hone your thinking, problem solving and communication skills; skills that are essential for future success, whether you go on to professional school, graduate studies or work in government or industry. The format of this class aims to stimulate discussion of the scientific, social, political and economic aspects of ecological and global environmental issues so that you will come away with an understanding of how ecological constraints shape the daily lives of humans and the other organisms around us."

Standard 1 Students introduced to types of information resources - "I also want you to have some exposure to the primary scientific literature in ecology that contains the research that ecologists share with each other. During our study of population interactions, I will ask you to come prepared to share with your group a relevant paper published with the last year from the journal Ecology..." (Note that Standard 2 - finding information is not really addressed as students are told where to look, etc)

Standard 3 "You will be tested by 'scenario' exams, i.e., presented with a situation and asked to solve problems based on your ecological understanding. It will be necessary for you to synthesize and integrate what you have learned from a variety of sources (lecture, discussion, reading, lab/filed experiences), therefore, you must understand concepts and their relationships to one another , and be able to apply then to new situations."

Standard 3-4 Discussions -- "the purpose of discussion time is to develop problem solving / communication skills and increase your understanding and retention Virtually every class will have discussion activity, sometimes involving a few minutes, other times requiring the entire period.. At times I will ask you to form your own discussion groups of 3-5 students, at other times I may form the groups in a random fashion so that you have an opportunity to meet and interact with new class members."

Standard 4 Written summaries/essays of discussion topics -- "Your write-ups should be written at an upper division level of competency. You will be graded on what you say and how well you say it." - Multiple essays allow students to learn from early attempts.

Standard 5 "The format of this class aims to stimulate discussion of the scientific, social, political and economic aspects of ecological and global environmental issues so that you will come away with an understanding of how ecological constraints shape the daily lives of humans and the other organisms around us."

Biology 163: Conservation Biology and Management General Critical thinking and information literacy-type skills articulated as a green sheet objectives "Course Goals 3-4 (out of 4): 3) Students delve into and appreciate the primary scientific literature, and 4) inprove your verbal, writing and thinking skills and your ability to work in groups. The latter are all skills that employers and professional/graduate schools all want to see in students' backgrounds." // Learner-driven education: " Capstone biology courses such as this one are designed to give upper division students greater opportunity to take command of their education. This will not be a straight lecture course and it will not be a class where you can passively sit back, take in facts and spit them back on an exam. There are no exams! It will be a chance to learn and integrate through reading, discussion, and multi-way interactions. For a number of years I had the students design the format of the class, Several years ago the students developed an especially effective "read/discuss/write" format that I would like to employ again. The format is both active and collaborative."

Standard 2 Students must find a primary article for each course topic, and bring to class for discussion

Standard 3-4 Students need to recognize primary articles from scientific journals (this is required, but not explicitly taught unless students is unclear "If you are unsure of how to tell the difference between scientific journals and those for non-scientists, please ask."). ((3.2) Students analyze/evaluate primary literature on each course topic -- "how your paper relates to, or contradicts, what we are learning from other sources" (standard 3.4) //students discuss each topic from the course in small groups and as a class (3.7 -- Students validate understanding and interpretation though discourse)// Students write 3 page essays for each course topic "integrating and summarizing the main points of the topic.. {the essays] should summarize in a concise and coherent fashion the important aspects of the topic using the information learned from reading, discussion, and any other sources." (standards 3-4 all)

COB: Botany
Botany 102: Plant Physiology General "During the course, you will learn some lab techniques. You will also develop some skills in hypothesis testing, experimental design, and critical analysis of experimental data. You will undoubtably experience the all-too-common frustration of an unsuccessful experiment, not to mention the tedium and repetition that accompany some experimental protocols whether successful or not...."

Standards 1-2 Students choose a research topic and design a research experiment to study that topic. (Topic/experiment selection - "You may peruse the text, popular literature, review articles or any other sources for ideas.") They need to determine what methodology will yield the information that they need, weighing the costs and benefits of different options, and determining what equipment they will need, etc Note - often, students have to revise initial strategy

Standard 3 Students summarize and synthesize lab results into lab notebook -- including calculations, graphs, tables, etc, and analysis of whether data met expectations.

Standard 4 Write-up of reports -- Multiple write-ups allow students to improve with feedback from early efforts. Oral communication -- students give oral reports as a team

Standard 5 Students are challenged to do controversial work, i.e. gene transfer (However, not clear if students reflect on social and ethical context here or make choice/decisions.) Also, green sheet includes a statement prohibiting plagiarism (discussion, explanation, exercise?)

Botany 103: Plant Anatomy General Primarily foundational, content oriented course? - Potential critical thinking assignment? = students identify unknown tissue sample using pattern and characteristic recognition (interpretation of knowledge base) - - apply judgment in terms of choice of stains?

Botany 104: Plant Taxonomy General Students find, "read and report on the short journal article of a taxonomic nature"

Standards 1-2 Students create a plant collection and keep a field notebook ("demonstrating proper methods of collecting, preserving, and determining the specimens.") Students need to determine the extent of the information needed (1.4)- Students need to get a good representation of the taxon -- representative sample depends on the taxon size -- they need to decide how many specimens they will need. There are a variety of ways to collect data -- students need to construct a good search strategy. Students need to determine where and when to look for specimens, using keys. Students use both online and in person sources (for what- forgot to note?). Students may need to revise search, or to switch/alter topic (taxa) if first search fails to yield enough specimens.

Standard 3 Students need to analyze the data, categorizing specimens using keys or manuals. If doing a description, students need to categorize specimens in terms of life forms as well, i.e. "trees" 3.3 - Students evaluate and synthesize data to make definitive statements and conclusions, i.e., is the taxon thriving or threatened. 3.6 - Students test taxonomic judgments with instructor. 3.7 - when data is incomplete, students revise work

Standard 5 Discuss and apply ethical, responsible techniques for the collection of specimens -- i.e., not to damage or destroy a habitat.

Botany 105: Plant Morphology General Term research project could potentially use or require Standards 1-5? -- ("Students may choose between two types of project. For one, the student will be given a small, potted plant to observe and analyze for several weeks. For the other, the student will research a class topic in more detail. An oral presentation or paper will be required.")

Botany 165: Plant Communities of California Standard 1 Experimental design -- students need to 2 two projects in which they sample plant communities -- they need to choose the best sampling method for each project - students build on general techniques that will need to be modified for their particular communities.

Standard 2 Search strategy -- students apply skills needed to analyze plant community -- visiting plant community, identifying plants there, recognizing characteristics of the community)

Standard 3 The information that students gather about certain plant communities challenges their prior assumptions and understanding (earlier courses tend to make a lot of generalities that students in upper level courses need to adjust) - students need to reconcile new and old info. // Standard 3.7 Students reinforce basics of scientific investigation - revise hypothesis when data is collected

Standard 4 Students do two reports - feedback from the first improves the second.// students learn to communicate information effectively as a group with group projects

Standard 5 Students are told not to plagiarize.// Students learn ethics of gathering information through sampling -- i.e., not damaging rare or endangered communities - environmental issues discussed as complex issues in which there are conflicts with use ("not one-way ethics")

COB: Conservation

Zoo. 150: Fishery Conservation and Management Standards 2-3 Field trips

Standard 4 Environmental ethics

COB: Zoology

Zoology 115: Invertibrate Zoology and Natural History General These standards seem to be met, but notes are lacking for many off them -- (1.1, 1.2, 1.4) (2.1, 2.3, 2.4, 2.5) (3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 3.7) (4.1,4.2,4.3)

Standard 3-4 Students need to synthesize and teach course concepts in "Teaching groups" - "class divided into small groups, each of which will be responsible for the class activities for a particular period. The three or four people teaching that day will design and introduce the activities, using resources including and beyond the assigned textbook readings." (all standards 3-4) // Groups select, review, and lead a class discussion on an article.

Standard 4 Teaching groups - "class divided into small groups, each of which will be responsible for the class activities for a particular period. The three or four people teaching that day"

Standard 5 Students learn ethics of gathering information through field collection/observation -- i.e., not damaging habitats - Bias avoiding and citing sources (5.1, 5.3)

Zoo. 116: Invertibrate Zoology and Natural History Standards 1-3 Investigating and comparing preserved specimens?

Standard 2-3 "Field trip will emphasize observation, collecting and recording of field data"

COB: Entomology

Ent. 101: Insect Diversity Standards 1-3? Insect collection required

Ent. 104: Taxonomy of Immature Insects Standards 1-3? Insect collection required

Molecular

Biol. 105: Principles of Developmental Biology General Needs explicit statements for standards addressed

Biol. 107: Immunology General Case studies with review questions

Standards 3-4 3,4 (1,2) Computer assignments (1, 2 to state explicitly)

Standard 5 Plagiarism note

Biol. 135: Molecular Cell Biology General Assignment of journal articles to support info introduced in lecture. Needs explicit statements for standards addressed.

Biol. 135L: Molecular Cell Biology Lab Standard 2 Journal article reading assigment

Standards 3 Lab notebook

Standard 4 Laboratory group work; oral presentation/ poster session

Biol. 116: Molecular Genetics Standard 1 Planning experimental strategies

Standards 3 Problem sets to apply course material

Standard 4 Writing assignments, peer-reviewed

Microbiology

Micro 127: Intermediate Bacteriology Standards 1-4 Reports

Standards 3 Lab supports and interprets concepts, Develop conceptual framework

Standard 4 Journals (be more explicit with standard)

Micro 141: Pathogenic Microbiology I Standards 1-4 Labs ID unknowns/ Report

Standard 1 Thinking and solving, Hypothesis development

Standards 1-2 Identify and characterize pathogen

Standard 3 Integrate and synthesize, Own pursuit of knowledge

Standard 3 Truly interested?

Standard 4 Write and speak

Standard 5 Competitive field

Standard 5 The field

Micro. 142: Pathogenic Microbiology II Standard 3 Thinking about biological problems and solving them on their own (problem sets or clinical case studies)

This page maintained by Charity Hopecbhope@email.sjsu.edu
Updated 5 April 2002 SJSU Library Webmaster

Course	Std (categories)	Greensheet activities listed or suggested
General Requirements
Biology 1: Plant Biology	Standards 1-5	See also detailed sheet.
	Standard 1	Students need to determine what kind of CO2 study to pursue (Standard 1.1 - students define the problem.
	Standard 2	"Students retrieve information through database searches" - (no training or instruction in this, but assignments require it)
	Standard 3	Standard 3.3, 3.4 - students analyze data collected and synthesize results with information from earlier studies//Standard 3.6 - group discussion of research results//Standard 3.7 - students need to determine if the data that they have gathered will allow them to completely answer the question or if more information is needed.
Standard 4	4.1, 4.3 New and prior knowledge integrated into research report // 4.2 - students sometimes need to revise either or both the experimental design and the end product (report)
Biology 2: Animal Biology	General statements	"In lab you will often work in teams to collect, organize and interpret information. This is the usual way in which biologists and health care professionals work so that these activities are as close to real life experiences as possible"
	Standard 1	Students design an experiment (standards 1.1, 1.2, 1.4)
	Standard 2	Students search the scientific literature and retrieve info.//Library assignment?
	Standard 3	Standard 3.2 - Students evaluate the scientific literature // Standard 3.6 - "Both the lab and the discussion sections are designed to increase learning through continuous interactions among students and between students and the instructor."
	Standard 4	Write-up (4.1, 4.2, 4.3)
Biology 5: Computer Literacy in Biology	Standard 1	Students learn how scientific literature is organized (Learning outcome 1.2 "The information literate student identifies a variety of types and formats of potential sources for information")
	Standard 2	Instructor noted that course covers all learning outcomes under standard 2 (2.1,2.2,2.3,2.4,2.5). Students learn how to access the scientific literature on the web and in databases- "The information communicated in a paper can be acquired with the use of computer tools, and can be stored in and retrieved from a computerized database. Background information about the project most likely was obtained by using computer tools to search the primary scientific literature or the world wide web."
	Standard 3	Students learn to use computer programs that support data analysis -- including spreadsheet programs and statistical packages.
	Standard 4	Written and oral presentations require students to learn and apply communication skills -- in particular, students learn computer programs that can enhance the communication of information, such as drawing programs, painting programs and graphing programs. // Note that on green sheet all skills are placed in the context of the goal of effective communication -- "All of these ways of using computers will be introduced in the context of developing the parts of a science paper reporting a biological experiment."
	Standard 5	Using graphics appropriately, with respect for copyright issues, and citing sources (5.1, 5.3)
Biology 100W: Scientific Communication Workshop	Standards 1-5	See detailed sheet.
Biol. 115: General Genetics	General	Needs explicit statements for standards.
Biology 155: Hypothesis Testing	General	"You will learn how to design experiments that test specific hypothesis, to choose and conduct the proper statistical analysis of the results, and to interpret and effectively describe the results of experiments."
	Standards 1-4	Students design experiments, gather and analyze data and report conclusions.
	Standard 5	Bias avoiding and citing sources (5.1, 5.3)
Biology 156: Pattern Recognition and Analysis	Standard 1	Students select and design a field project. Note that "costs and benefits analysis" is an important component of experimental design (1.3) -- need to get enough info for it to be valid but efficiency is important.
	Standards 2-4	Students gather and analyze experimental data and report conclusions.
	Standard 5	Bias avoiding and citing sources (5.1, 5.3)
Micro 101: General Microbiology	Standard 1	Define a problem*, Develop conceptual framework, Laboratory experiments
	Standard 2	Evaluate data or information*, Reading material
	Standard 3	Integrate*
	Standard 4	Lab reports
Physiology
Biol. 124: Mammalian Physiology	none	Needs explicit statements for standards addressed
Biol. 125: Mammalian Physiology Lab	Standard 2	Learn to inegrate info both verbal and written; this can be done with the aid of texts, handouts and help of the instructor in the labs
	Standard 3	Each group works up data
	Standard 4	Oral presentation of data/ written lab report
	Standard 5	Lab info must be obtained with ethical use of animals
Biol. 131: Endocrine Physiology	General	Integrated into the various topics will be current research findings and trends in experimental enodcrinology. Needs explicit statements for standards addressed
Biol. 136: Vertebrate Neurophysiology	Standards 1-5	Review paper: extensive statement in Greensheet - 1 (2, 3), 2 (1-5), 3 (1, 3, 4, 7), 4 (1, 2), 5 (1, 2, 3)
Conservation and Organismal Biology
Biology 118: Evolutionary Genetics	General	"We will explore the evidence that has revealed that all organisms have changed over time. We will also become familiar with the experimental and analytical methods used by researchers in evolutionary genetics. Finally, we will learn how to ask scientifically meaningful questions [standards 1], design experiments [standard 2], analyze data, and critically review scientific papers [standard 3, plus standard 4 as this is written communication]." General goals seem to cover most standards, especially highlighted sentence, right.-- ALSO - resource-based learning in that final exam is based on the content arising from small group presentations (related in infocomp because students' questioning, finding, synthesis, evaluating and communication become content of the course)
	Standard 3	Literature review assignment -- students analyze and critique paper's finding // Exam includes critique of current literature //also, see other assignments below
	Standard 4	Literature review assignment - 1 page written evaluation and critique // "Thanksgiving paper" -- "a brief explanation of the techniques described in either chapter 17, 18 or 19 with a zerox copy of a related paper from the current literature and critique." // Small group presentations -- students 'present scientific papers ...and provide classmates with exam-practice work sets and feedback."
Biology 160: Ecology	General	Critical thinking and information literacy-type skills articulated as a green sheet objectives "Another important goal [of the class] is to provide an ongoing opportunity to hone your thinking, problem solving and communication skills; skills that are essential for future success, whether you go on to professional school, graduate studies or work in government or industry. The format of this class aims to stimulate discussion of the scientific, social, political and economic aspects of ecological and global environmental issues so that you will come away with an understanding of how ecological constraints shape the daily lives of humans and the other organisms around us."
	Standard 1	Students introduced to types of information resources - "I also want you to have some exposure to the primary scientific literature in ecology that contains the research that ecologists share with each other. During our study of population interactions, I will ask you to come prepared to share with your group a relevant paper published with the last year from the journal Ecology..." (Note that Standard 2 - finding information is not really addressed as students are told where to look, etc)
	Standard 3	"You will be tested by 'scenario' exams, i.e., presented with a situation and asked to solve problems based on your ecological understanding. It will be necessary for you to synthesize and integrate what you have learned from a variety of sources (lecture, discussion, reading, lab/filed experiences), therefore, you must understand concepts and their relationships to one another , and be able to apply then to new situations."
	Standard 3-4	Discussions -- "the purpose of discussion time is to develop problem solving / communication skills and increase your understanding and retention Virtually every class will have discussion activity, sometimes involving a few minutes, other times requiring the entire period.. At times I will ask you to form your own discussion groups of 3-5 students, at other times I may form the groups in a random fashion so that you have an opportunity to meet and interact with new class members."
	Standard 4	Written summaries/essays of discussion topics -- "Your write-ups should be written at an upper division level of competency. You will be graded on what you say and how well you say it." - Multiple essays allow students to learn from early attempts.
	Standard 5	"The format of this class aims to stimulate discussion of the scientific, social, political and economic aspects of ecological and global environmental issues so that you will come away with an understanding of how ecological constraints shape the daily lives of humans and the other organisms around us."
Biology 163: Conservation Biology and Management	General	Critical thinking and information literacy-type skills articulated as a green sheet objectives "Course Goals 3-4 (out of 4): 3) Students delve into and appreciate the primary scientific literature, and 4) inprove your verbal, writing and thinking skills and your ability to work in groups. The latter are all skills that employers and professional/graduate schools all want to see in students' backgrounds." // Learner-driven education: " Capstone biology courses such as this one are designed to give upper division students greater opportunity to take command of their education. This will not be a straight lecture course and it will not be a class where you can passively sit back, take in facts and spit them back on an exam. There are no exams! It will be a chance to learn and integrate through reading, discussion, and multi-way interactions. For a number of years I had the students design the format of the class, Several years ago the students developed an especially effective "read/discuss/write" format that I would like to employ again. The format is both active and collaborative."
	Standard 2	Students must find a primary article for each course topic, and bring to class for discussion
	Standard 3-4	Students need to recognize primary articles from scientific journals (this is required, but not explicitly taught unless students is unclear "If you are unsure of how to tell the difference between scientific journals and those for non-scientists, please ask."). ((3.2) Students analyze/evaluate primary literature on each course topic -- "how your paper relates to, or contradicts, what we are learning from other sources" (standard 3.4) //students discuss each topic from the course in small groups and as a class (3.7 -- Students validate understanding and interpretation though discourse)// Students write 3 page essays for each course topic "integrating and summarizing the main points of the topic.. {the essays] should summarize in a concise and coherent fashion the important aspects of the topic using the information learned from reading, discussion, and any other sources." (standards 3-4 all)
COB: Botany
Botany 102: Plant Physiology	General	"During the course, you will learn some lab techniques. You will also develop some skills in hypothesis testing, experimental design, and critical analysis of experimental data. You will undoubtably experience the all-too-common frustration of an unsuccessful experiment, not to mention the tedium and repetition that accompany some experimental protocols whether successful or not...."
	Standards 1-2	Students choose a research topic and design a research experiment to study that topic. (Topic/experiment selection - "You may peruse the text, popular literature, review articles or any other sources for ideas.") They need to determine what methodology will yield the information that they need, weighing the costs and benefits of different options, and determining what equipment they will need, etc Note - often, students have to revise initial strategy
	Standard 3	Students summarize and synthesize lab results into lab notebook -- including calculations, graphs, tables, etc, and analysis of whether data met expectations.
	Standard 4	Write-up of reports -- Multiple write-ups allow students to improve with feedback from early efforts. Oral communication -- students give oral reports as a team
	Standard 5	Students are challenged to do controversial work, i.e. gene transfer (However, not clear if students reflect on social and ethical context here or make choice/decisions.) Also, green sheet includes a statement prohibiting plagiarism (discussion, explanation, exercise?)
Botany 103: Plant Anatomy	General	Primarily foundational, content oriented course? - Potential critical thinking assignment? = students identify unknown tissue sample using pattern and characteristic recognition (interpretation of knowledge base) - - apply judgment in terms of choice of stains?
Botany 104: Plant Taxonomy	General	Students find, "read and report on the short journal article of a taxonomic nature"
	Standards 1-2	Students create a plant collection and keep a field notebook ("demonstrating proper methods of collecting, preserving, and determining the specimens.") Students need to determine the extent of the information needed (1.4)- Students need to get a good representation of the taxon -- representative sample depends on the taxon size -- they need to decide how many specimens they will need. There are a variety of ways to collect data -- students need to construct a good search strategy. Students need to determine where and when to look for specimens, using keys. Students use both online and in person sources (for what- forgot to note?). Students may need to revise search, or to switch/alter topic (taxa) if first search fails to yield enough specimens.
	Standard 3	Students need to analyze the data, categorizing specimens using keys or manuals. If doing a description, students need to categorize specimens in terms of life forms as well, i.e. "trees" 3.3 - Students evaluate and synthesize data to make definitive statements and conclusions, i.e., is the taxon thriving or threatened. 3.6 - Students test taxonomic judgments with instructor. 3.7 - when data is incomplete, students revise work
	Standard 5	Discuss and apply ethical, responsible techniques for the collection of specimens -- i.e., not to damage or destroy a habitat.
Botany 105: Plant Morphology	General	Term research project could potentially use or require Standards 1-5? -- ("Students may choose between two types of project. For one, the student will be given a small, potted plant to observe and analyze for several weeks. For the other, the student will research a class topic in more detail. An oral presentation or paper will be required.")
Botany 165: Plant Communities of California	Standard 1	Experimental design -- students need to 2 two projects in which they sample plant communities -- they need to choose the best sampling method for each project - students build on general techniques that will need to be modified for their particular communities.
	Standard 2	Search strategy -- students apply skills needed to analyze plant community -- visiting plant community, identifying plants there, recognizing characteristics of the community)
	Standard 3	The information that students gather about certain plant communities challenges their prior assumptions and understanding (earlier courses tend to make a lot of generalities that students in upper level courses need to adjust) - students need to reconcile new and old info. // Standard 3.7 Students reinforce basics of scientific investigation - revise hypothesis when data is collected
	Standard 4	Students do two reports - feedback from the first improves the second.// students learn to communicate information effectively as a group with group projects
	Standard 5	Students are told not to plagiarize.// Students learn ethics of gathering information through sampling -- i.e., not damaging rare or endangered communities - environmental issues discussed as complex issues in which there are conflicts with use ("not one-way ethics")
COB: Conservation
Zoo. 150: Fishery Conservation and Management	Standards 2-3	Field trips
Zoo. 150: Fishery Conservation and Management	Standard 4	Environmental ethics
COB: Zoology
Zoology 115: Invertibrate Zoology and Natural History	General	These standards seem to be met, but notes are lacking for many off them -- (1.1, 1.2, 1.4) (2.1, 2.3, 2.4, 2.5) (3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 3.7) (4.1,4.2,4.3)
	Standard 3-4	Students need to synthesize and teach course concepts in "Teaching groups" - "class divided into small groups, each of which will be responsible for the class activities for a particular period. The three or four people teaching that day will design and introduce the activities, using resources including and beyond the assigned textbook readings." (all standards 3-4) // Groups select, review, and lead a class discussion on an article.
	Standard 4	Teaching groups - "class divided into small groups, each of which will be responsible for the class activities for a particular period. The three or four people teaching that day"
	Standard 5	Students learn ethics of gathering information through field collection/observation -- i.e., not damaging habitats - Bias avoiding and citing sources (5.1, 5.3)
Zoo. 116: Invertibrate Zoology and Natural History	Standards 1-3	Investigating and comparing preserved specimens?
Zoo. 116: Invertibrate Zoology and Natural History	Standard 2-3	"Field trip will emphasize observation, collecting and recording of field data"
COB: Entomology
Ent. 101: Insect Diversity	Standards 1-3?	Insect collection required
Ent. 104: Taxonomy of Immature Insects	Standards 1-3?	Insect collection required
Molecular
Biol. 105: Principles of Developmental Biology	General	Needs explicit statements for standards addressed
Biol. 107: Immunology	General	Case studies with review questions
	Standards 3-4	3,4 (1,2) Computer assignments (1, 2 to state explicitly)
	Standard 5	Plagiarism note
Biol. 135: Molecular Cell Biology	General	Assignment of journal articles to support info introduced in lecture. Needs explicit statements for standards addressed.
Biol. 135L: Molecular Cell Biology Lab	Standard 2	Journal article reading assigment
	Standards 3	Lab notebook
	Standard 4	Laboratory group work; oral presentation/ poster session
Biol. 116: Molecular Genetics	Standard 1	Planning experimental strategies
	Standards 3	Problem sets to apply course material
	Standard 4	Writing assignments, peer-reviewed
Microbiology
Micro 127: Intermediate Bacteriology	Standards 1-4	Reports
	Standards 3	Lab supports and interprets concepts, Develop conceptual framework
	Standard 4	Journals (be more explicit with standard)
Micro 141: Pathogenic Microbiology I	Standards 1-4	Labs ID unknowns/ Report
	Standard 1	Thinking and solving, Hypothesis development
	Standards 1-2	Identify and characterize pathogen
	Standard 3	Integrate and synthesize, Own pursuit of knowledge
	Standard 3	Truly interested?
	Standard 4	Write and speak
	Standard 5	Competitive field
	Standard 5	The field
Micro. 142: Pathogenic Microbiology II	Standard 3	Thinking about biological problems and solving them on their own (problem sets or clinical case studies)