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

 

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