[Plant-education] organization of an upper division curriculum

[Robinson, Dr. David]

Our 400-level courses are taught as 'capstone' courses involving more
independent investigation and analysis of primary literature.  The two
courses are "Ecology" and "Evolution".  Our 300-level courses are
essentially on higher-order topics that require prerequisites (Molecular
Biology, requires Cell Biology, Genetics, Microbiology and Vertebrate
Physiology requires Cell Biology).

Dave Robinson
Biology Department
Bellarmine University
2001 Newburg Road
Louisville, KY  40205

502-452-8197


-----Original Message-----
From: plant-ed-bounces from oat.bio.indiana.edu
[mailto:plant-ed-bounces from oat.bio.indiana.edu] On Behalf Of Jon Monroe
Sent: Thursday, October 21, 2010 9:03 AM
To: Plant-ed
Subject: [Plant-education] organization of an upper division curriculum

Hi Plant-eders,

We trying to make sense of and possibly reorganize our Jr/Sr-level 
(300/400) biology courses.  At the moment our upper division looks a lot

like a smorgasbord, and I suspect this is not uncommon.  We are leaning 
toward some sort of organization where 300-level courses mean something 
and a 400-level courses mean something else.  Are there any models out 
there to start with?  How have others dealt with this issue?

Thanks for any input you might have,

Jon

-- 
Jonathan Monroe, Professor
Department of Biology
820 Madison Dr.  MSC 7801
James Madison University
Harrisonburg, VA 22801
540-568-6649, http://www.jmu.edu/biology/


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