Ecology (BIOL423): This course rigorously explores the major issues in Ecology and conservation biology. While some issues in a lecture format, students present many issues in a seminar format to enhance their engagement with the material. Students are required to carry out a semester-long research project. Students start with a research question, which they develop using literature research (both for a conceptual framework, as well as for methodological information). Students usually write and submit a proposal for funding support. Students give oral progress reports on their research, as well as a final presentation on their project. In addition, students submit a manuscript of their research, have that manuscript reviewed by me, and are required to revise their work. Incorporating a research project that spans the entire semester helps to make the course more inquiry-based. Importantly, students hold a strong sense of ownership within this course, thereby motivating them to participate in all components of this course—including lectures, discussions, and other students’ presentations.
Biostatistics (BIOL415): This
course is designed to develop student statistical skills. Because the
statistical software (JMP) is very user friendly, students can focus on
the major conceptual ideas of hypothesis testing and the main
predictive models in statistics, without spending exhaustive hours
centering on programming language. Moreover, students are given
extra guidance through handouts specifically designed for each lecture
topic. In addition, small class size allows for more effective teaching
practices. The most effective activity in this course is the
student-derived project; this project forces students to engage
actively in experimental design, hypothesis testing, and evaluating
data at a high level. Until students engage in their own question, they
do not fully understand which statistical methods are appropriate to
apply to which data sets. However, once they have worked through their
own questions using a data set that they have collected, they realize
the challenge of identifying appropriate methods,
and they more fully internalize the differing types of statistical
models.
Evolution and Ecology (BIOL320): Dr.
Hochwender and Dr. Edwards have shared in the development of this
course and have alternated teaching it. The main focus of this course
has been to train students in fundamental concepts and principles of
evolution and ecology. The breadth of material is extensive, so we use
lectures as a mode of teaching. In addition, we have developed the
course to fulfill the writing requirements of the University’s writing
across the curriculum program. This requirement fits well with the
course structure because we use the students’ lab experience as an
opportunity to train our biology students in the skills related to
writing and research. The lab experience includes training in
statistical analysis, in literature research, and demands extensive
writing and revision. The course engages students in field-based labs
to give them active learning experiences. In addition, students carry
out other lab-based projects, including multi-week projects as an
initiation in creating/designing experiments (an important first step
that occurs during their sophomore year).
Modern Biology: Environmental
Perspectives (BIOL118): This
course has been developed as part of the department’s effort to create
an innovative freshmen experience that introduces biology majors to the
life sciences and their role in society. This course was specifically
designed to provide opportunities for student-faculty interactions.
BIOL118 engages students with their instructor by centering learning in
a discussion-based format. While students invest in participatory
learning, students also develop critical thinking skills, basic
statistical skills, and presentation skills. Students are given
one-on-one time to develop their writing, research, and presentation
skills. At a minimum, students are scheduled to meet for 30-minutes to
discuss writing revision. An additional 15-minute meeting is scheduled
to discuss presentation revision. However, many students schedule
one-on-one time. While this course provides valuable information
regarding current environmental issues and underscores fundamental
ecological principles and biological concepts, the course is most
valuable because the approach used in the course encourages freshman
students to engage more fully in their education.
Science of Environmental Pollutants
(ES360):
The goal of this course is to provide students with a full experience
of exploring scientific literature, covering a broad but detailed set
of material. Through the combination of student-centered discussions,
student presentations, and student-developed papers on environmental
legislation, as well as a paper on recent environmental concerns, these
goals are achieved. Moreover, the demands of discussion-based meetings,
combined with the development of presentations, greatly enhance the
ability of students in this course to critically evaluate environmental
questions.
Fundamentals of Environmental Science
(ES103):
This course introduces students to the interdisciplinary nature of
problems relating to the human environment, including social,
political, and economic aspects.
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E-mail: ch81@evansville.edu