All courses are 4 credit hours, unless otherwise noted.
In this course, students will examine infectious diseases such as Asian flu, West Nile virus, HIV, cholera Lyme disease, and more, as major threats to human health. Historic links between human health, disease pathogens and ecology will be explored, as well as the origin of each disease and how it is regulated by specific environmental conditions. Students will also explore how global change and biodiversity-loss will increase the possibility of future epidemics and the steps needed to reduce their effects on human health.
This course will examine how on-going global change affects sustainability. The course explores the effects of climate change, global warming, alternative biofuels, future food security, and conservation of biodiversity on human society. Students will explore how humans can make better use of the Earth´s natural resources with little to no damage to the ecosystem, while taking into account ever mounting demands for energy resources.
This course will highlight the advances in understanding the human genome, utilizing the latest techniques in bioinformatics, i.e. acquiring, analyzing, storing, and displaying the information form the entire genome and protein sequences. The course will also explore the latest laboratory techniques, as well as the use of extensive online databases and software. Students study the significance of sequencing the human genome, applying bioinformatics to the genome, and realizing the potential to understand human health, disease, and the place of humans in the larger ecosystem. Additionally, students will become 'experts' on a disease of their choice that has a genetic origin through guided questions and exercises and the exploration of scientific literature. The course culminates in the creation of a project explaining the disorder to the general public.
This course uses the book Genome: An Autobiography of a Species by Matt Ridley.
This course explores how human health is inseparably tied to our evolutionary history. Principles that apply to human health include evolutionary processes, e.g. natural selection, as well as molecular evolution, human evolution, and evolutionary-developmental biology. Students will examine how these principles can be applied to understand human nutrition and metabolism, reproduction, disease and stress, and behavior. These principles assist physicians, researchers, and the general public in understanding how natural selection has acted on humans over time and left us vulnerable to disease and injury.
This course explores how experts in biology and technological fields use bio-inspiration to create technological innovations to solve human problems (for example, Velcro). Students use and expand upon their current biological knowledge to explore new ways to create biologically-based sustainable innovations. Topics that will be explored include nest building as inspiration for energy-efficient architecture, plant chemistry as inspiration for green manufacturing, animal locomotion and sensing as inspiration for robots, and the advances in understanding of biological nanostructures and nanoprocesses as inspiration for nanotechnology. SYLLABUS: IB535SU14
IB 536 - Evolutionary Biology
Examines fundamental topics for understanding evolution, the unifying principle for all of biology. Evidence for evolution is all around us, and learning how to view life through ‘evolutionary tinted’ lenses greatly changes our perspective. This course emphasizes the creative ways that scientists are gaining insights into how and why life evolved as it is.Â It also provides avenues to use in the classroom to provide scholarly evidence for the basis of evolution to refute non-academic arguments.Â In this course, students also produce teaching materials for their classrooms.
This course focuses on influential theories of student learning, such as behaviorism, the theories of Piaget and Vygotsky, and constructivism, and their implications for science education. The course examines the theoretical underpinnings of these learning theories as well as their implications for instruction, assessment, and teacher education.
This course examines the history of science education reform efforts since the 1950s from the lens of inquiry teaching and learning. The course examines developments in our understandings of inquiry as a pedagogical approach and set of instructional outcomes in middle and high school science education, as well as implications for instruction in pre-college science classrooms.
Part I of the course focuses on the design of an action research project (capstone project), which integrates pedagogical and science content ideas addressed in the program courses. The project amounts to an empirical investigation of a student-generated research question around issues focused on science teaching and learning. Students are expected to collect data for their project, preferably in their own classrooms, in the period between Parts I and II of the course.
Part II focuses the analysis, interpretation, and discussion of the data collected, and the implications of the findings for classroom practice. The course may be repeated in separate terms to a maximum of 4 hours.
Capstone project courses "meet" every other week over a 16-week period to give students more time to complete the projects. Students should be able to combine both a capstone course with the other suggested 4-credit hour course offered for that semester.
The book for CI 548 part I and part II is the same:
Mills, G.E. (2014) Action Research: A guide for the Teacher Researcher (5th edition) Boston.Pearson.