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Fill out columns E and F by Dec. 1, 2015 for Jan 20, 2016 deadline (Skip column D for now)
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CourseGen Ed Outcome(s)Related Course SLOGen Ed Sub-outcome(s): Skip for nowAssessmentInstructional Techniques/Learning
Experiences
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BIO 100HCC- Quantitative and Scientific Literacy and Analysis3. Utilize scientific methods to formulate and answer questions and discuss its strengths and limitations.quiz or exam; laboratory reportassigned reading; laboratory activity
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BIO 100INC- Quantitative and Scientific Literacy and Analysis3. Utilize scientific methods to formulate and answer questions and discuss its strengths and limitations.quiz or exam; laboratory reportassigned reading; laboratory activity
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BIO 104INC- Quantitative and Scientific Literacy and Analysis1. Describe the steps in the scientific process.not currently taught
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BIO 105HCC- Quantitative and Scientific Literacy and Analysis3- Evaluate scientific basis of environmental issuesquiz or exam; laboratory reportlecture; laboratory activity
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BIO 105INC- Quantitative and Scientific Literacy and Analysis3. Evaluate scientific basis of environmental issues.quiz or exam; laboratory reportlecture; laboratory activity
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BIO 108INC- Quantitative and Scientific Literacy and Analysis9. Describe the role of plants in food chains and food webs.quiz or exam; laboratory reportassigned reading; laboratory activity
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BIO 109INC- Quantitative and Scientific Literacy and Analysis6. Demonstrate skills necessary for life-long learning of natural history including conducting scientific research.desert ecology lab projectliterature review, data collection and analysis, report presentation
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BIO 115INC- Quantitative and Scientific Literacy and Analysis2. Explain the important of habitat to wildlife.biome presentationlecture and background reading
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BIO 121INC- Quantitative and Scientific Literacy and Analysis1. Demonstrate basic scientific literacyquiz; exam; oral presentation on independent library research projectdata analysis problem sets, lecture, D2L lessons, individual coaching
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BIO 127INB. Critical and Creative Thinking9. Competently analyze diets applying principles learned in this course using either food composition tables or dietary analysis software.Lifestyle Analysis projectanalyze personal diet, personal activities, write report on health implications
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BIO 135INC- Quantitative and Scientific Literacy and Analysis1. Gain proficiency in standard laboratory techniques such as metric measurement of volume, mass and length, gel electrophoresis, PCR, bioseparations, transformations and following a procedure.not currently taught
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BIO 156INC- Quantitative and Scientific Literacy and Analysis3- Identify key components of the scientific method and apply the scientific processquiz or examcompletion of worksheets on assigned reading; laboratory activity including hypothesis development, testing and data analysis
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BIO 160INC- Quantitative and Scientific Literacy and AnalysisIdentify the major selected structures of the integumentary, skeletal, muscular, nervous, endocrine, cardiovascular, lymphatic, respiratory, digestive, urinary, and reproductive system.quiz or exam completion of worksheets on assigned reading; laboratory activity incuding measurement of physiological parameters and/or identification of anatomical structures and their function
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BIO 181INC- Quantitative and Scientific Literacy and Analysis1. Gain proficiency in standard laboratory techniques such as metric measurement of volume, mass and length, gel electrophoresis, PCR, bioseparations, transformations and following a procedure.quiz or exam, laboratory reportcompletion of worksheets on assigned reading; molecular biology laboratory activity including hypothesis development, testing and data analysis
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BIO 182INC. Quantitative and Scientific Literacy and Analysis1. Explain scientific theories of the origin of life and the evolution of organisms.quiz or exam, laboratory activitylecture and laboratory activities
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BIO 183INC- Quantitative and Scientific Literacy and Analysis4. Describe how scientists study the biology of the oceans.quiz and laboratory activitylecture and laboratory activities
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BIO 184INB.Critical and Creative Thinking5. Explain the principles of plant metabolismExam; Model design and buildingLecture and laboratory activities
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BIO 201INA. Communication2. Describe the importance of homeostasis and the mechanisms involved in maintaining normal physiological limits. quiz; exam; worksheet on homeostasisWorksheet on homeostasis; review in class. White board examples - fill in the blanks after calss discussion
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BIO 202INA. Communication13. Discuss selected homeostatic imbalances (diseases) and their effects of the systems above.quizzes and examsInstruct on positive and negative feedback homeostatic mechanisms for each system; review diseases/disorders as means of applying information about homeostatic imbalances. Have students brainstorm about disease states/appropriate meds.
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BIO 205INC- Quantitative and Scientific Literacy and Analysis2. Discuss selected microorganisms and the role they play in humansExam; laboratory report.Laboratory exercise; assigned reading; lecture.
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BIO 250B.Critical and Creative Thinking14. Discuss the pros and cons of these specific topics: death and dying, euthanasia, personhood, abortion, reproduction, genetic counseling and screening, international and cross cultural perspectives, health and human rights, and the translation of bioethical dilemmas into broad public policy.Oral presentation; research paperassigned reading; lecture
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ENV 105/
ENV 105LB		C- Quantitative and Scientific Literacy and Analysis3- Evaluate scientific basis of environmental issuesExam; laboratory report.assigned reading; laboratory activity
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STEP 1 – due September 30: For each general education course, identify the general education outcome which you believe the course falls under. Provide the letter associated with the gen ed outcome. Then provide the course level outcomes (from the Course Content Form) related to that outcome.
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STEP 2 – PUT OFF FOR NOW. Due November 15: For each general education course, identify the general education sub-outcome which you believe the course addresses. The sub-outcomes, along with a rubric for those outcomes, will be provided to the CDACs in late September.
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STEP 3 – Due December 1: Identify the instructional activities and assessment methods that will be used to assess the general education outcome/sub-outcome for each course
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NOTE: A sample of what we expect for steps 1-3 is attached.
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STEP 4 – due date is variable depending on the outcome: Sample assessment data will be collected. More information on this will be forthcoming.
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General Education Outcomes
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A. Communication – Effectively communicate information, ideas and/or arguments appropriate to the audience and purpose.
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B. Critical and Creative Thinking – Identify and investigate problems and develop creative, practical, and ethical solutions by evaluating information and using appropriate methods of reasoning.
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C. Quantitative and Scientific Literacy and Analysis – Use mathematical and scientific processes, procedures, data, or evidence to solve problems.
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D. Information Literacy – Locate, evaluate, and use information from diverse sources in an effective and ethical manner.
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E. Diverse cultural, historical, and global perspectives - Demonstrate understanding of the values and influence of diverse cultural, historical, and global perspectives.
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