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by Christopher J. Paradise, Laurie J. Heyer and A. Malcolm Campbell

Integrating Concepts in Biology an interdisciplinary approach to introductory biology. by Christopher J. Paradise, Laurie J. Heyer and A. Malcolm Campbell. What ’ s wrong with biology education now?. Can we cram in more content and honestly meet the needs of our students?.

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by Christopher J. Paradise, Laurie J. Heyer and A. Malcolm Campbell

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  1. Integrating Concepts in Biology an interdisciplinary approach to introductory biology by Christopher J. Paradise, Laurie J. Heyer and A. Malcolm Campbell

  2. What’s wrong with biology education now?

  3. Can we cram in more content and honestly meet the needs of our students?

  4. Artificial divide within biology Small Biology Big Biology

  5. To fix biology education:

  6. We started with what the experts recommended…

  7. Integrating Math and Biology “Concepts, examples, and techniques from mathematics… should be included in biology courses …”

  8. Undergraduate Biology Education • Ability to • apply process of science • use quantitative reasoning • use modeling/ simulation • tap into ID nature of science • communicate/collaborate • understand relationship between science & society

  9. Five Big Ideas of Biology Information Homeostasis Evolution Biology Emergent Properties Cells

  10. Five Levels of Organization Molecular Cellular Organismal Population Ecological System

  11. Organismal Organismal Organismal Organismal Organismal Cellular Cellular Cellular Cellular Cellular Information Molecular Molecular Molecular Molecular Molecular Population Population Population Population Population Ecological System Ecological System Ecological System Ecological System Ecological System Homeostasis Evolution Biology Emergent Properties Cells A New Biology Majors Textbook • Integrated Concepts in Biology (Wiley) • Unique Pedagogy • http://mywiley.info/campbell

  12. Content is Question-DrivenCh. 5: Information in Ecological Systems

  13. Ethical, Legal and Social Implications Are religion and evolution compatible? Should we alter the timing of death? Are humans still evolving? Is pollution a tragedy of the commons? What are the issues with using animals in research? Should the US have a public health strategy to deal with the obesity epidemic?

  14. Effect of predation on tadpole communities southern toad leopard frog spring peeper Figure 5.25

  15. Effect of predation on tadpole communities Salamander predators Fish predators Figure 5.25

  16. What is the biodiversity of tadpole community in each treatment? Which predators affected diversity the most? Effect of predation on tadpole communities Salamander predators Fish predators Salamander predators Fish predators Figure 5.25

  17. Bio-Math Exploration 5.3: How do you measure biodiversity? • Objective: Quantify biodiversity • Required Skills: proportions, basic arithmetic • The Shannon diversity index is based on the number and abundance of each species. • In a system with many equally common species, an individual has equal probability of encountering an individual of any species. • There is a great diversity of information because of the variety of possible encounters.

  18. Bio-Math Exploration Integrating Questions Calculate the Shannon biodiversity index for the three communities with fish predators. Use the proportions in Figure 5.25a, and confirm that your results match the values in Figure 5.25b.

  19. What is the biodiversity of tadpole community in each treatment? Which predators affected diversity the most? Effect of predation on tadpole communities Salamander predators Fish predators Salamander predators Fish predators Figure 5.25

  20. BME 5.3: Computing the Shannon diversity index for Figure 5.26a, no predators To compute the Shannon diversity index, find the relative proportion of each species.

  21. BME 5.3: Computing the Shannon diversity index for Figure 5.26a, no predators The second step is to find the natural logarithm of each of these proportions

  22. BME 5.3: Computing the Shannon diversity index for Figure 5.26a, no predators Next, multiply each proportion by its natural log, such as 0.575 * -0.5534.

  23. BME 5.3: Computing the Shannon diversity index for Figure 5.26a, no predators Finally, add these three products and negate the answer.

  24. ELSI Box 5.1: Do we have an obligation to preserve biodiversity? • Each species is unique • The rate of species loss today • Prevention of extinction is subject of debate • ELSI Integrating Questions • Summarize arguments for and against preservation of biodiversity. Which argument is most compelling to you, and why?

  25. Fall 2010 Assessment of ICB and ID Approach to Introductory Biology • Students enrolled in three sections of BIO 111. • One section (n = 32) used ICB, while two additional sections (n = 64) used a traditional textbook. • Content: 4 questions each in 4 tests • April 2011, students asked 4 questions again • Data analysis skills: 4 skills surveys • Perceptions: students’ perceptions of their own skills and the field of biology

  26. Did students learn less content?

  27. Can students analyze data better?

  28. Did students realize their gains?

  29. Did students realize their gains?

  30. Student Opinions

  31. “The data-driven approach is brilliant. It alleviates the issues that I’ve always had of asking, ‘How do we know that? What’s the supporting data?’” anonymous student course evaluation, Dec. 2010

  32. “… my class pushed me to understand biological concepts and processes rather than memorizing lists which led to a more enriching learning experience.” anonymous student course evaluation, Dec. 2010

  33. “The method of learning, placing emphasis on the interpretation of data, has helped me not only in this class, but also in others.” anonymous student course evaluation, Dec. 2010

  34. National recognition of need to change

  35. AP Biology is changing to match our design

  36. To summarize • We have designed a new ID text for intro bio (Integrating Concepts in Biology) • We use a 5 x 5 matrix, question-driven content, published data, mathematical applications, and ELSIs • Volume of facts for memorization is reduced • The divide between “small” vs. “big” bio is eliminated • Students actively construct their own knowledge & build on what they’ve already learned • Not overwhelmed with huge numbers of facts • New information presented in context of interesting question

  37. Acknowledgements • Faculty: Pat Sellers, Mark Barsoum, Dave Wessner, and Jennifer Round • Students of AMC’s, DW’s, and JR’s Fall 2010 BIO 111 classes

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