Departmental Learning Goals
Biology Learning Goals
The Biology Department aims to support the development of our students as scientific learners and investigators. Our major is designed such that students are first exposed broadly to subspecialties in biology through the introductory sequence, and then pursue more focused coursework in their upper-level classes. Laboratory experiences are considered a key part of the biology curriculum and students have opportunities for individual exploration at all levels of the curriculum. While we hope that students will explore a variety of areas, the curriculum is flexible, allowing students to tailor their studies to their individual interests and long-term goals. Non-majors are also able to enroll in courses that introduce them to the biological sciences and potentially prepare them for their future careers.
Our goal for our majors is to help them build a solid foundation of biological knowledge at all levels or organization — cellular, molecular, organismal, and ecological — and help them integrate this knowledge while balancing breadth and depth. In addition, we expect our students to develop critical thinking and technical laboratory skills, as well as quantitative and computational skills. Our graduates should be able to think critically about scientific data and feel confident in their ability to acquire and critically interpret biological information.
| Biology Departmental Learning Goal | ÀÏÍõÂÛ̳ Learning Outcomes |
|---|---|
| 1. Have a solid foundation of biological knowledge while also recognizing that science is a process of constant revision. | Ability to view problems from multiple perspectives |
| 2. Appreciate that science is a collaborative enterprise, and see the value of diverse perspectives in science, including conflicting data and interpretations. | Ability to view problems from multiple perspectives; critical thinking skills |
| 3. Effectively and persuasively communicate observations, interpretations, and ideas, both orally and in writing, within and across disciplines. | Writing skills; oral communication skills |
| 4. Critically evaluate scientific argument and literature, understanding the relationship between observation and interpretation. | Research skills; ability to view problems from multiple perspectives; critical thinking skills; problem-solving ability |
| 5. Participate in open-ended research experiences, both in the classroom and within faculty laboratories, and be able to interpret and synthesize observations and data in ways that motivate new questions. | Writing skills; research skills; quantitative ability; ability to view problems from multiple perspectives; critical thinking skills; problem-solving ability |
| 6. Have the tools to practice science ethically, with honesty and integrity, recognizing the role they, as nascent scientists, play in society. | Critical thinking skills |
| 7. Develop an integrated understanding of biology at various levels of organization and between different sub-disciplines, as well as see connections to disciplines outside of biology. | Ability to view problems from multiple perspectives; problem-solving ability |