Bio
316 Goals and Objectives
Goal 1:
have students gain a basic understanding of the processes and patterns of
embryonic and postembryonic development in vertebrate animals, as well as the
fundamental cellular and molecular/genetic mechanisms involved by lecturing
them on developmental processes (e.g., fertilization, cleavage, gastrulation, neurulation) in
chronological order and explaining each process first at an organismal/morphological
level, then at a cellular level and lastly at a genetic/molecular level. Before
cell and molecular-level discussions, I give review lectures on cell behaviors,
cell signaling and gene regulation. I also use interactive learning exercises
as an alternative to lecturing and class discussion.
Goal 2:
have students gain a helpful foundation in developmental biology for pursuing
further educational and career goals including taking more courses in
evolution, vertebrate biology and developmental biology; teaching courses in
general biology, evolution and developmental biology; pursuing veterinary and
medical programs; and doing postgraduate research in vertebrate developmental
biology and evolution.
Goal 3:
have students develop problem-solving and critical thinking skills by
engaging the class in discussion and interactive learning exercises about the
following: concepts and models in developmental biology, the use of
experimental evidence to support developmental biology models, primary
literature articles, designing and interpreting classical and modern
experiments, important evolutionary questions and comparing processes across
model organisms.
Goal 4:
have students develop the skills for visualizing embryos and embryonic
processes in three dimensions by having them do a microscopic analysis of
serially sectioned chick and frog embryos that exhibit the anatomical changes
and cell behaviors described in lectures on early embryonic development.
Goal 5:
have students develop the skills for designing and carrying out their own
developmental biology lab experiments by first instructing them on how to
make and use basic embryological tools, and staging and handling frog and chick
embryos, and then supervising them in group lab experiments. This exercise
requires students to actively participate in every step of the scientific
process, i.e., researching the topic, forming a testable hypothesis, developing
a complete experimental technique, performing the technique to the best of
their ability within the limitations imposed by schedules and resources, and
discussing their results and interpretations.
Goal 6:
have students appreciate developmental biology as a dynamic, topical and
integrative science by exposing them to current research by developmental
anatomists, developmental geneticists, biomedical professionals, evolutionary
biologist, and having them do library research papers on topical issues that
demonstrate the impact of developmental biology on society and biology but are
outside the scope of the lecture material.
Goal 7: have students develop research and communication skills by having them do presentations on their group lab experiments, participate in interactive learning exercises, prepare an outline and oral presentation of a library research paper and lead a brief informal class discussion on the topic afterwards. They are also required to answer most exam questions in essay form.
Biology Department
Curriculum objectives that are met by Bio 316:
Content
Objectives:
5. All life makes
more of itself and the information for making living things is passed from
generation to generation
6. Living things
develop in an orderly and controlled manner and are influenced by genetic and
environmental factors
8. Living organisms
respond to environmental stimuli
10. All life has
descended from a common ancestor
11. Populations of
living things evolve as a result of the interactions of genetic variability and
changing environments
12. The diversity of
life is astounding, but it can be organized by commonalty of
ancestry
13. Science is a way of understanding and producing explanations of nature
16. An understanding
of science requires both historical and philosophical perspectives
Skill objectives:
1. Discriminate between association and causation, and identify the types of evidence used to establish causation
2. Formulate a hypothesis and identify relevant variables necessary to test that hypothesis
3. Design and execute experiments to test hypothesis
4. Obtain data
5. Organize data
6. Analyze data
7. Interpret data
8. Evaluate a statement, hypothesis, or claim using numerical or other evidence
9. Locate sources of scientific information
10. Evaluate reliability of sources
11. Critically evaluate a paper from the primary scientific literature
14. Use effective professional communication in oral reports.
Experience Objectives:
2. Experience working “at the bench” in a controlled environment
3. Experience applying biological knowledge
4. Career exploration
5. Experience organizing, synthesizing, and presenting information; include selection of style, audience, and intent of communication
6. Experience accessing information and evaluation of quality of source
7. Experience of having a mentor