Theoretical Course Design

Course Description

This course is designed for non-science majors that have an interest in the living world and the human impact on that world. The course is designed to cover a single term and will cover a variety of concepts key to understanding the biological world. The course will focus on the creation of critical thinking skills relating to current issues involving biology. It is the primary goal of this course to educate scientifically literate and responsible citizens of the planet Earth.

Fundamental Teaching Strategies

A variety of teaching methodologies will be used in this course. Inquiry-based knowledge acquisition is among the most stressed methods. Students will be asked on a regular basis to contribute, through individual or group research, information and viewpoints on the topic being discussed. Empowering students with their own knowledge construction is the principal theme in this course. As well as inquiry, instruction will occur in a typical lecture format when appropriate. The dissemination of factual information is sometimes necessary and should not be left out of a curriculum. In order to gain the fundamental knowledge needed to allow critical thinking, there is a need during a portion of the course for a lecture format. Discussion will be used heavily on an everyday basis. The classroom environment will be designed from the first day to be a comfortable and safe environment for all students to voice opinions and viewpoints on the subject material. All content covered will be through a lens of a current socially relevant issue. In order to allow all available viewpoints to be heard and respected, it is essential that the classroom environment is emotionally comfortable and safe. Technology will be used to foster the discussions and viewpoints. Students will be encouraged to find evidence for and against their own viewpoints using the internet as a resource. As well, factual information presented in the course will be available through a web interface in the form of PowerPoint presentations.

Fundamental Learning Objectives

As stated in the course description, this course is designed to educate scientifically literate and responsible citizens of the planet Earth. In order to accomplish this, students need to be exposed to a variety of biological concepts that cover a broad range of topics. Students should have a basic understanding of the organization of living organisms and the diversity that exists among organisms. Students should also have an understanding of the human organism. Understanding the basics of human reproduction, genetics, anatomy, and physiology are a few key examples that may be covered in this course. The process and current evidence for evolution will also be discussed. Especially important for pre-service teachers that may be taking this course, evolution and its controversy for the public school system needs to be addressed from a scientific point-of-view. Understanding human health and the impacts of infectious disease and pathogenic organisms is another concept that will be covered. With the current threat of bio-terrorism in the form of smallpox and anthrax and the recent developments in HIV and SARS research, it is essential that scientifically literate citizens understand the potential impacts these diseases have on the world. Finally, the human impact on the planet will be presented through a variety of topics that may include endangered species restoration, oil drilling in national parks, urbanization of wildlife areas, or the impacts of farming on the environment.

Possible Assignments

A variety of assignments will be used to test student comprehension and critical thinking skills throughout the semester. Using a number of different types of assignments will further allow students to develop a variety of ways of thinking about a topic. The traditional exam will not be abandoned completely. The emphasis on the exams will be kept in perspective to the other various assignments. A key portion of the course will be dedicated to student creation of their own knowledge on a subject. As part of that, students will be asked to conduct research on each social issue discussed as an introduction to the content area. This will provide not only a good introduction to the issue and the various viewpoints, but to the content knowledge as well. Throughout the course, students will be expected to conduct more in depth research with each topic covered. Students will present the information found in a variety of fashions including a short paper, a group presentation, and individual verbal communication with the rest of the class. Students will also be assigned a group research paper. Each group will choose a current social issue involving some biological concept. Students will present the findings of the research through a written format and if class size permits through an oral presentation. As a final potential assignment, a service project may be developed. Students would participate in some way within the community to promote conservation, preservation, beautification, or education. The variety of assignments allows for the diversity of best student learning and testing styles.

Course Design Remarks

I have developed this course with a number of thoughts in mind. First, I wanted to be true to my teaching philosophy. I have used a number of these methods and assignments in courses I have taught in the past. This design takes the best of each of those courses and combines it into a non-science major course that will hopefully be as exciting to take as it will be to teach.