Extractions: Session Type - Lecture/Presentation I created a CD of multimedia lecture presentations for my online introductory biology course for non-science majors to deliver and explain content in a way that, hopefully, increases student comprehension and appreciation of biology. Components of each lecture appeal to visual, textural, and auditory learning styles. Kinesthetic learners benefit from the on-campus laboratory component of this course. Professors wanting to create course-specific CDs must anticipate a large time investment as well as cross platform issues. Topics in Biology (BIOL 1030) is an introductory biology course for non-science majors at Middle Tennessee State University. Each semester the Biology Department struggles to meet student demand for BIOL 1030 due to increased undergraduate enrollment and space limitations in our out-dated science buildings. In addition, our growing student body is becoming more and more diverse in both their lifestyles and learning styles. Many students commute an hour or more to class and have family and job responsibilities in addition to course responsibilities. Traditional classroom courses often are difficult to balance with their busy lifestyles. Therefore, the Biology Department asked me to develop and teach an online version of BIOL 1030. I currently am teaching the first semester of BIOL 1030 Online to 24 students.
Extractions: See the Summer 2004 Schedule of Classes for details on registration and fees. ED 389, 21 WE/Foundations of Education Schedule Information: # 4144, ED 389, 21 Instructor: Dr. Jo Agnew Meeting Dates: July 6-August 6, 2004. This course will be taught online with two face-to-face meetings located close to each student's summer residence. Credit Hours: 2.0 hours Pre-Requisites: Junior or senior status and cumulative gpa of 2.75 or higher Course Attributes: WE Writing-Enhanced OL Online Course Course Description: This is a two-hour course covering the historical, legal, philosophical, political and social aspects of public education and teaching as a career. Lectures, activities, projects, large and small group discussions and student formative and summative assessments will be provided through this innovative online, distance-learning opportunity. HIST 298, 01 American Institutional History
Biozone: General Biology Online Resources MIT biology Hypertextbook An introductory biology course from the prestigious The biology Project Offers information and online tutorials on a http://www.biozone.co.uk/biolinks/OTHER_ONLINE_RESOURCES.html
CR: BI/0105 (sec 001) Biology Of The Eukaryotic Cell additional course in biochemistry, cell biology or genetics were two instructors for this course, Professor Miller Students enjoyed the lectures and thought the http://www.brown.edu/Students/Critical_Review/2003.2004.1/BI0105_1GER.html
Extractions: Biology of the Eukaryotic Cell examines the organelles and macromolecular complexes of eukaryotic cells with respect to their structure and function in major cellular activities. It is a course for advanced undergraduates and beginning graduate students. The stated prerequisites are Bio 20 and an additional course in biochemistry, cell biology or genetics. Most students suggest that taking more than one course in the suggested field is recommended. This course is also complementary to Bio 127 and 154. There were two instructors for this course, Professor Miller and Professor Gerbi. Students enjoyed the lectures and thought the slides were very effective in getting ideas across. Both lecturers told the students what to focus on out of the vast amount of reading. Professor Miller was described as an amazing professor who was clear, enthusiastic and engaging. Student appreciated the side anecdotes that he incorporated into the lectures. Some reviewers thought that Professor Gerbi sometimes lacked clarity and could speak too quickly. Since the course comprised of both graduates and undergraduates, it could be foreseen that the instructors were not always sensitive to the needs of the students. The bulk of the reading consisted of primary literatures. There was also a textbook, although respondents commented that it was not as useful. Students complained that there were far too many readings to count. The course load comprised of one take home, one midterm, one in-class final, and one research proposal.
Carolina Biological: Software Try the CyberEd® Chemistry and biology demos. middle school science content using online interactive lessons of the CyberEd® Life Science Course allows you to http://www.carolina.com/software/cybered_info.asp
Extractions: E-Tips newsletters Sign up for our E- T ips newsletters and receive information about classroom activities, new products and services, and other resources to make your job better and easier. CyberEd® Helps You Meet the Challenge Get 10% off any product in the CyberEd Life Science CD-ROM Series until 12/31/03. (Enter promotional code in the comments field of our online catalog when you order.) Try the CyberEd Che m ist ... products Teaching middle school science is a challenge. Capturing your students interest, the more-curriculum-in-less-time syndrome, the implementation of state standards, and the future implementation of high-stakes exams all require your constant attention. How can you deliver more instruction, with higher accountability than ever before, while still including hands-on, inquiry-based learning activities, student projects, and authentic assessment? Enter CyberEd CyberEd , a California-based science education software company, has found a way to help you meet the challenge. Its CyberEd
CSE 648 - Computational Biology was their guest for a live online chat event at DIMACS special year in computational biology, including a Books. There is no textbook for this course, but the http://www.cs.sunysb.edu/~skiena/648/
Extractions: Instructor: Steven Skiena This is an advanced course in algorithmic issues in biology, focusing current problems in genomics. Our emphasis will be algorithmic, on discovering appropriate combinatorial algorithm problems and the techniques to solve these problems. Primary topics will include DNA sequence assembly, DNA/protein sequence comparison, hybridization array analysis, RNA and protein folding, and phylogenic trees. The prerequisites for this course will be a course in combinatorial algorithms (CSE 548 or equivalent) or a strong background in biology. I hope to get a mix of students from the computational and life sciences. The following lecture notes are provided in HTML: Lectures 1/2: Biology for Computer Scientists, Computer Science for Biologists
Fairfield University - Full Project Plan these learning objectives, the General biology syllabus will will be redesigned to use online laboratory modules and labs in the redesigned course will foster http://www.center.rpi.edu/PewGrant/RD2 Award/FUplan.html
Extractions: The Traditional Course General Biology, a two-semester introductory course, is required of all students majoring in biology, psychology, neuroscience, biochemistry, and allied health. Approximately 260 students enroll in the course annually, 15% of the typical first-year class. Almost one-tenth of all students major in biology, the second largest major at the university. The university offers four lecture sections of about 35 to 40 students in the fall term and three in the spring term. Each lecture section meets three times a week for 50 minutes. Seven lab sections of about 20 students are offered in the fall and six in the spring. Each lab section meets once a week for three hours. Four different faculty members teach the lecture sections, and five faculty members plus additional professional staff teach the labs. In the traditional format, General Biology is taught in a lecture format using an historic approach, with all faculty using the same syllabus. In-class technology consists of an overhead projector and transparencies. Labs consist of a series of 12 modules, each of which is designed to be completed in the three-hour lab session. Students do "cookbook" type experiments in which they memorize information rather than apply specific scientific methodology to answer biological questions. Neither lectures nor labs use computer-based instructional materials or online databases, despite the integral use of computers in biological research today.
Extractions: Program in Course Redesign University of Massachusetts Amherst The Traditional Course Introductory Biology, taught in the fall semester, is the first course in biological sciences for incoming students from eleven majors at the university. The course serves approximately 700 students each fall, representing about 20% of the freshman class. Teams of two instructors teach each of the two sections of the course. Classes meet three times a week for 50 minutes sessions. Students also participate in labs that meet once a week for three hours. Introductory Biology is designed to provide a foundation for all further study in the life sciences by providing students with both a solid conceptual foundation in biology and an enthusiasm for the subject matter to motivate advanced study in the field. Introductory Biology has been in the process of revision for some time. A previous redesign focused on the lab sessions, which have been changed to include strong data collection and analysis components. A more recent (fall,1999) redesign of one lecture section moved from a traditional lecture format to an active learning environment. The redesign incorporated ClassTalk, a commercially-available, interactive program that compiles and displays student responses to problem-solving activities. Using ClassTalk, class time is divided into 10-15 minute lecture segments followed by sessions in which students work in small groups applying concepts to solve problems posed by the instructor. Students discuss the questions to facilitate initial problem solving and then share the rationale for their responses with the class once the data has been compiled and displayed. The instructor moderates the discussions and draws out key issues to reinforce specific ideas or reveal misconceptions. This approach has successfully created an active learning environment, bringing many positive aspects of small group work to the large lecture hall setting. However, other problems remain to be solved.
Extractions: Bio 109 Syllabus for Summer 2004 Registered Students should read the entire six-page syllabus, then contact me by WebCT email by June 1. Students Trying to Add should also read the syllabus and contact me by email (see specific directions in syllabus) to be placed onto the waiting list. Course Policies Class Announcements posted on the public server until June 5, then on WebCT.
Extractions: Catalog Description: Basics of Life 241 = Principles of Biology 241-3 S.H. First of a two course sequence intended for biology majors. Introduces the basic life processes at the molecular, cellular, tissue and organismal levels. Lecture and Laboratory. Overview of BIOL 241 Principles of Biology I: BIOL 241 Principles of Biology I is designed to the meet the needs of several populations of students. First, 241 satisfies the needs of biology majors in all of the various options by providing one of two courses which together cover the breadth of biology at a level appropriate for first year college students with strong backgrounds in high school chemistry, biology and mathematics. Second, the course meets the needs of education majors who will someday be certified to teach science classes at the K through 12 levels. Third, the course meets the needs of highly motivated and well prepared students desiring to satisfy their Natural Science Core requirement. Principles of Biology 241 begins by examining and introducing some of the common themes in biology. These themes include:
Redirect Page and the WebCT sites allow biology students at Kapi olani Community College to inspect course syllabi and papers online, participate in online discussions, check http://leahi.kcc.hawaii.edu/~rsnider/
AP Central - Biology Course Perspective AP biology can be the course that gives meaning oneday workshops, Summer Institutes, and online at the In my experience, AP biology teachers are exceptional http://apcentral.collegeboard.com/article/0,1281,151-162-0-3976,00.html
Extractions: AP Biology could be the last general biology course your students will ever take. It's a comprehensive survey of general biology that includes biochemistry, cellular biology, molecular genetics and heredity, biotechnology, diversity, structure and function of organisms, and ecology and evolution. The topic outline is so broad that you have the chance to include everything you ever wanted a student to know about general biology. If you teach the course conceptually, that is; if you focus on the most important ideas that form our current understanding of each topic, then you might also have the time! Teachers who help students to see the overarching themes that link topics can create a dynamic, thought-provoking course which will help students to experience science, rather than memorize it. Descriptive and experimental lab exercises are a vital part of this experience. The AP Course Description identifies eight major themes that link the topics into a unified conceptual framework. It's important to help students recognize how every topic can be viewed in this thematic perspective. We can look at how the structure of macromolecules determines their function as well as how the structures are adaptive, how their activity is regulated, and how the scientific process has helped us understand them. One can study the plant kingdom from the very same points of view. Instead of restricting evolution to a discrete topic, evidence of evolution and the role of natural selection in the evolutionary process can be discussed throughout the course.
AAAS | SAGE KE | Web Links by the Ellison Medical Foundation, this threeweek course is directed of Arizona biology Project The biology Project is an interactive online resource for http://sageke.sciencemag.org/cgi/ul/sagekeUl;CAT_4
Extractions: Put in Folders ... 2002 Holiday Lectures on Science: Scanning Life's Matrix The Howard Hughes Medical Institute sponsors this series of lectures to bring cutting-edge research into high school classrooms. In the 2002 lectures, Eric Lander of the Whitehead Institute in Cambridge, Massachusetts and Stuart Schreiber of Harvard University describe genome sequencing and how researchers are using the information to learn about human biology and medicine. Webcast 5-6 December 2002; archived lectures from previous years are also available. (United States) Put in Folders 50 Years of DNA: From Double Helix to Health This event, sponsored by NHGRI, NIH and DOE, marks the culmination of the sequencing of the human genome and the 50th anniversary of James Watson and Francis Crick's description of the DNA double helix. Highlights include a series of symposia for scientific and lay audiences. Webcast video available for some presentations. (United States) Put in Folders Ageworks Ageworks, an online resource of the Leonard Davis School of Gerontology at the University of Southern California, offers information on aging, continuing education modules for long-term care professionals, and graduate and undergraduate education over the internet. (United States)
Extractions: Useful Links (Teaching: K-12) The following lectures and teaching materials are presently available. Information is continually being added to this page, so check back regularly! Course schedule; homepage Selected lectures from the course are available (Spring 2003 course): Note that several of the 2001 lectures have been translated into Spanish , courtesy of Dr. Nestor Nunez Acevedo, MD. Malaga, Espana To download Abode Acrobat reader (free!), click here