Course transformation has focused on defining "core ideas," explicitly addressing process skills and introducing active-learning activities, using clickers and case studies, that engage higher-order cognition and metacognition. Transformation efforts have focused on the following courses to date:
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These are course materials used in a two-semester General Biology sequence. The course serves primarily freshmen and sophomores intending to pursue Ecology and Evolutionary Biology, Psychology, and Integrated Physiology. The course is designed to focus on big concepts using clicker and "think pair share" questions. You may email Sarah Wise (firstname.lastname@example.org) with questions about this resource.
These are course materials for a one-semester gateway course in ecology (typically sophomores and above). The course is targeted to biology, ecology, and environmental science majors. The course is designed using a Case Study Learning approach, in which students work in teams to master key concepts through consideration of specific cases (e.g., competition and predation in Yellowstone National Park).
You may also email Andrew Martin (Andrew.Martin-1@Colorado.edu) with any questions.
These are course materials for a one-semester Genetics course, an upper-division course required of Ecology and Evolutionary Biology majors. The course was transformed from a fully lecture format to one placing molecular genetics at the beginning of the semester, assessing understanding of reading before lecture, incorporating clicker question discussions, and placing more emphasis on conceptual learning and connections.
If you have questions about this resource, contact David Stock (email@example.com)
These are course materials for a one-semester Evolution course, an upper-division class required of Ecology and Evolutionary Biology majors. The course is designed to teach basic concepts in evolution through active learning exercises, problem solving, and experimental design.
These are course materials for a one-semester junior-level course in economic botany. The course has a strong focus on science process skills, including critically reading the primary scientific literature, engaging in effective science communication (especially writing about biology for diverse audiences), and use of scientific argumentation. The course has no exams, with grades being comprised of in-class activities, quizzes, writing assignments, and a lab.
If you have questions about this resource, you can contact Stacey Smith (Stacey.D.Smith@Colorado.EDU).