COURSE SYLLABUS



COURSE SYLLABUS

BIOLOGY 122 – GENERAL BIOLOGY IIDEPARTMENT OF BIOLOGY

SCHOOL OF NATURAL SCIENCES AND MATHEMATICS

CLAFLIN UNIVERSITY, ORANGEBURG, SC

FALL 2016-2017

Ewen McLean JST 225B (803) 535-5427 emclean@claflin.edu

Instructor Office Phone E-mail

OFFICE HOURS

| | | | | | |

|Day |Mon |Tues |Wed |Thurs |Fri |

| | | | | | |

|Hours |10:00-12:00 |11:00-1:00 |10:00-12:00 |RESEARCH |10:00-12:00 |

Three lectures per week (Mon, Wed, Fri: 8:00 – 8:50 AM) Class will be held in JST 327

One lab per week (Tues 8:00 – 10:50 AM) Lab will be held in JST 110

TEXTBOOK

1. Campbell Biology.10th ed. 2013 Pearson Education, Inc San Francisco, CA. Authors: Jane B. Reece, Lisa A. Urry, Michael L. Cain, Steven A. Wasserman, Peter V. Minorsky and Robert B. Jackson.

2. Study Guide for Campbell Biology. 10th ed. 2013 Addison, Wesley, Longman, Inc. New York, N.Y. Authors: Jane B. Reece, Lisa A. Urry, Michael L. Cain, Steven A. Wasserman, Peter V. Minorsky, Robert B. Jackson and Martha R. Taylor.

RECOMMENDED TEXT/RESOURCES:

A Student Handbook for Writing in Biology, 4th edition, by K. Knisely (Sinauer Associates, Inc., Sunderland, MA, 2013).

COURSE DESCRIPTION

Biology 122, General Biology II. 4 semester hours.

Prerequisites: Biology 121 and a major in Biology, Biochemistry, Chemistry, Environmental Science, Engineering, Mathematics or Computer Science. This course is intended for students with a major in the School of Education, the School of Natural Sciences and Mathematics, or those desiring an in-depth and intense learning experience. A lecture-laboratory course that is a continuation of BIOL-121, emphasizing the evolutionary history of biological diversity, natural selection, behavior and environmental adaptation, animal form and function, plant form and function, reproduction and ecology.

RATIONALE

In accordance with the philosophy of Claflin University and the Department of Biology, students enrolled in this course will be encouraged to master the main concepts of Biology so that they may gain an “understanding and appreciation of the intricacies of living organisms and their interaction with the environment.” Students will become familiar with the life at the molecular, cellular and organisms level. In addition, techniques of study useful in the fields of general molecular, and cellular biology will be emphasized, hereby further preparing students for upper level courses leading to productive careers in biological sciences. This course will also increase individual understanding with regard to ethical and health issues related to the field.

The course is also intended to augment “The Claflin College Imperative: Preparing Students for leadership and service in a Multicultural, Global and Technological Society” by (a) grooming students to articulate a holistic, interdisciplinary understanding of the relationship between science, contemporary issues daily lives and careers; (b) requiring students to establish and maintain safety in the classroom and laboratory; (c) fostering student research skills and ability to apply mathematical data analyses and interpret observed phenomena; (d) relate concepts of chemistry, physics and earth science to biological systems; (e) use appropriate and ethical care in the experimental manipulation of living organisms.

COURSE OVERVIEW

Lectures, class discussions of textbooks, journal articles, current events, visual ancillaries, laboratory observations, demonstrations, computer assignments and searches, and student presentations will be employed to meet the course rationale and objectives. Examinations will be given to determine mastery of course rationale and objectives. The course is rigorous and requires extensive reading.

The following is a preview of the nature of the course.

A. Major Concepts

1. Gene Regulation: The Control of Prokaryotic and Eukaryotic Genomes.

2. Genetic Engineering and DNA Technology

3. The genetic basis of development

4. Mechanisms of Evolution: Descent with modifications

5. The evolution of populations, origin of species and tracing phylogeny

6. Evolutionary history of biological diversity, prokaryote, eukaryotes and metabolic diversity

7. Plant form and function

8. Animal form and function

9. Reproduction

10. Ecology and the biosphere

11. Behavioral Biology

12. Population and Community Ecology

13. Ecosystems

14. Conservation Biology

B. Special Vocabulary

Students should be able to interpret and/or define the key terms and/or concepts and all boldfaced terms within the text of each chapter.

C. Organizational Patterns of Required Reading Materials

The organizational patterns of the required reading materials may vary. Students are required to read the text, journal articles, Internet entries and computer interactive exercises.

1. The organization of the reading materials includes but is not limited to: cause and effect, chronological, compare and contrast and transition.

2. The textbook integrates text and graphics and uses color coding to connect concepts from chapter to chapter.

3. Students should utilize the learning aids at the ends of chapters namely (a) a review of key concepts (b) Self-Quiz (c) Challenge questions and (d) Science Technology and Society.

D. Skills Needed

1. Effective reading, writing, note-taking, and study skills.

2. Ability to create read and interpret scientific data into graphs, charts, tables, figures, etc. and apply critical thinking skills and analysis.

3. Ability to use media, library resources and the computer (including the internet) for information retrieval.

4. Ability to work independently and/or cooperatively.

5. Ability to follow directions, conduct oneself responsibly, and follow laboratory safety precautions and procedures.

6. Ability to perform standard mathematical applications.

E. Provisions for Academic Support to Develop Pre-Requisite Skills

1. Students may get assistance in writing, as well as access to computers, in the Writing Center in GTK (second floor).

2. Should the instructor deem a student’s ability to prepare well-written reports to be sufficiently lacking, the student will be REQUIRED to attend the writing center to obtain remediation.

3. Students may schedule time on the department’s multi-media instruction station.

4. Computer generated programs, which assist in development of the required analytical, and mathematical skills for this course can be viewed at the student’s own pace.

5. Students must attend all scheduled class meetings. Scheduled lecture and laboratory meetings are not to be sacrificed to acquire remediation.

F. Special Resources to be used:

People

a) Dr. Verlie Tisdale, Dean

b) Dr. Jianguo Chen, Biology Department

c) Dr. Omar Bagasra, Biology Department

d) Dr. Randall Harris, Biology Department

e) Dr. Gloria S. McCutcheon, Biology Department

f) Dr. Nick Panasik, Biology & Chemistry Department

g) Dr. Charles Holman, Biology & Mathematics Department

h) Dr. Samina Hassanali, Biology Department

Places

a) Computer labs in JST, GTK, Kleist Living and Learning Center, Bowen Hall, Claflin University, H.V. Manning Library

b) SCSU Library

c) Internet

I. COMPETENCIES

A. Generic Competencies

Students will develop the ability to communicate (both verbally and in a written context) in a manner appropriate to scientific discussion.

B. South Carolina State Department of Education

Not applicable

C. South Carolina System for Assisting, Developing and Evaluating Professional Teachers (ADEPT)

Not Applicable

D. NTE-Specific

1) Demonstrate knowledge of the historical foundations of the biological sciences

2) Utilize appropriate safety procedures in a biology laboratory

3) Demonstrate an understanding of the interrelatedness of biology, chemistry and physics as applied to the study of living organisms.

E. Global/International Perspective

1) Students should gain a perspective on the ways in which scientific endeavors in the fields of Biology can impact world peace, international law, and universal human health.

2) Students should become effective decision makers and performers in an ethnically and culturally diverse society.

F. Multi-Cultural

Students will gain an appreciation of the contributions to the field of Biology, which have been made by scientist of diverse cultures, ethnicities, genders and race.

G. Course Specific

1) Demonstrate problem-solving skills appropriate to biological analyses.

2) Communicate an understanding of course concepts as listed in III A.

3) Acquire competence in General Biology Laboratory

4) Master the key terms and vocabulary specific to biology, III B.

H. Technological Competencies

1) Students are required to submit laboratory reports, generated by computer, with appropriate data tables and graphical data presentation.

2) Students are expected to complete assigned Internet activities in a timely fashion as evidenced by submitted printouts from accessed websites. Given the temporal fluctuations of Internet links and addresses, the instructor reserves the right to assign such exercises by supplementation of syllabus content during the course of a given semester.

3) Students are expected to demonstrate development of skills and safety precautions in utilization of technology in the laboratory competent of the course.

II. EXPECTED MEASURABLE EDUCATIONAL OUTCOMES OR TERMINAL PERFORMANCE OBJECTIVE (TPOs)

The student will demonstrate acquisition of the competencies listed in IV by:

A. Generic

The instructor’s evaluation of written and oral reports, passing of (minimal 70%) lecture and laboratory exams and quizzes and students participation in class discussion.

B. South Carolina State Department of Education

Not applicable

C. South Carolina System for ADEPT

Not applicable

D. NTE-Specific

1) Examinations (passing at a minimum of 70%) on oral and written analyses.

2) Instructor’s observation and evaluation of laboratory techniques and procedures.

E & F. Global/International/Multicultural Prospective

Student acquisition of theses competencies will be judged by instructor’s evaluation of student’s response to essay assignments on science, technology and society.

G. Course Specific

1) Instructor’s evaluation of assigned problems and/or questions.

2) Examinations will be used to evaluate student mastery of course concepts.

3) Quizzes and practical exams will be used to evaluate the level at which students exhibit this competency.

4) Mastery of key terms and vocabulary will be objectively assessed by in class and through examinations and encouraged through critical review of submitted reports and assignments.

5) Using critical thinking skills to analyze scientific data.

H. Technological

1) Instructors evaluation of laboratory reports

2) Instructors evaluation of Internet assignments

3) Instructor’s evaluation of student performance in laboratory classes.

III. ENABLING LEARNING ACTIVITIES

The following learning activities are designed to help the student achieve the terminal performance objectives.

A. Critical review and grading assignments will be used to assist students developing skills in science writing to include clarity, comprehension, completeness, coherence and creativity

B. Lecture and Laboratory

1) Lectures, class and small group discussions and assignments, peer and instructor tutorial sessions, a computer interactive study partner (“The Biology Place”) and associated WebLinks.

2) Videos will be used to assist in visual learning.

3) Laboratory exercises will reinforce biological concepts and allow students to acquire technological and safe laboratory skills.

4) A thorough knowledge of the vocabulary inherent to the course material will be achieved through writing and class discussions and during class presentations.

IV. Course Outline and Schedule

Exam and test dates will be provided at the beginning of the semester. Tests, quizzes, exams, assignments and presentations will consider chapter by chapter content sequentially. Evaluations may be classroom or take home-based, and assessments may include class members in the case of group assignments and presentations.

Note: This schedule is tentative. Both instructor and the Department of Biology reserve the right to revise this schedule as needed during the course of the semester. Students will be notified of any changes.

|Week |MON |WED |FRI |

|1 (1/11-15) |Introduction to course |Chapter 19 Viruses |Chapter 19 Viruses |

|2 (1/18-22) |MLK Day |Chapter 22 Decent with modification |Chapter 22 Decent with modification |

| |(No classes) | | |

|3 (1/25-29) |Video quiz |Chapter 23 Evolution of populations |Chapter 23 |

|4 (2/1-5) |Chapter 24 Origin of species |Chapter 24 |Chapter 25 History of life on Earth |

|5 (2/8-12) |Chapter 25 |Chapter 25 |Chapter 26 Phylogeny and the tree of |

| | | |life |

|6 (2/15-19) |Chapter 26 |Chapter 26 |Video quiz |

|7 (2/22-26) |Chapter 52 Ecology and biosphere |Chapters 53 Population ecology |Chapter 54 Community ecology |

|8 (2/29-3/4) | |Midterm exam | |

|(mideterms) | | | |

|9 (3/7-11) |Spring break – no classes |

|10 (3/14-18) |Overview of CU InTeGrated! Project |

| |Link to pre-module survey available in Moodle. Due date for submission: end of week 1. |

| |Pre-Module Quiz. |

| |What does the field of Geosciences involve? |

| |Career paths in Geosciences. |

| |Unit 1: Hazards, vulnerability and risk Lecture and Discussion |

| |Documentary “The Storm” (Frontline investigation). |

| |Combined Lecture on Introduction to Risk and Vulnerability for Geoscience Courses and Introduction to Risk and Vulnerability for Social |

| |Science Courses. Lead group discussions on “think, pair, share” on vulnerability, hazard and risk. |

| |Combined Links to US Hazard Maps ppt. with Credible data Interpretation ppt. Class project announced. Students will receive materials |

| |and links needed to complete the mapping project (maps will be presented in color print). If class time permits, disseminate survey |

| |results to class. |

|11 (3/21-25) |Unit 2: |

| |1. Perception of hazards, vulnerability and risk Lecture.\ |

| |2. Survey data disseminated to class (E-Surveys Pro charts and graphs for analysis). The mapping project incorporates Part B, students |

| |using survey results and hazard maps to analyze research questions |

| |3.Project presentations and post-Moodle quiz |

|12 (3/28-4/1) |Student presentation |Student presentation |Chapter 33 Invertebrates |

| |Chapter 28 |Chapter 29 | |

| |Protists |Plants I | |

|13 (4/4-8) |Chapter 34 Origin and Evolution of |Chapter 34 |Student presentation |

| |vertebrates | |Chapter 30 |

| | | |Plants II-seed plants |

|14 (4/11-15) |Chapter 40 Animal form and function |Chapter 40 Animal form and function |Chapter 51 Animal behavior |

|15 (4/18-22) |Chapter 55 Ecosystems restoration ecology |Chapters 56 |Reading day |

| | |Conservation biology |(No classes) |

|16 (4/25-29) | |Final exam | |

|(Final exam week) | |8-10 am | |

| | |Wednesday 4/27 | |

V. REQUIRED READING/VIEWING/WRITING, AND REFERENCES

Textbooks

1. Campbell Biology.10th ed. 2013 Pearson Education, Inc San Francisco, CA. Authors: Jane B. Reece, Lisa A. Urry, Michael L. Cain, Steven A. Wasserman, Peter V. Minorsky and Robert B. Jackson.

2. Study Guide for Campbell Biology. 10th ed. 2013 Addison, Wesley, Longman, Inc. New York, N.Y. Authors: Jane B. Reece, Lisa A. Urry, Michael L. Cain, Steven A. Wasserman, Peter V. Minorsky, Robert B. Jackson and Martha R. Taylor.

3. A Student Handbook for Writing in Biology, 4th edition, by K. Knisely (Sinauer Associates, Inc., Sunderland, MA, 2013).

4. Laboratory Handouts by the instructor.

5. Suggested Readings at the end of each chapter provides a wealth of information and supplements text.

6. Assigned current events and journal articles.

METHOD OF EVALUATION

|COMPONENT |% OF FINAL GRADE |

|Exams: MIDTERM & FINAL |10 and 15 |

|Tests and quizzes |10 |

|Assignments/Presentations |40 |

|Attendance |5 |

|Integrate assignment |20 |

|Total |100 |

VI. GRADING SCALE

|Letter Assignment |% of Available Points Earned |

|A |90 to 100 |

|B+ |85 to 89 |

|B |80 to 84 |

|C+ |75 to 79 |

|C |70 to 74 |

|D+ |65 to 69 |

|D |60 to 64 |

|F | 0 to 59 |

XI. REFERENCES

A. Current articles and assigned readings in scientific journals.

A. A list of supplemental readings can be found at the end of each chapter in the text.

C. Students may consult instructor for any additional reference materials needed.

XII. SPECIAL COURSE REQUIREMENTS

A. Attendance Policy

In accordance with Claflin University, students will be allowed as many unexcused absences as the course meets weekly (i.e., 3 for lecture). Make-up exams will NOT be given without approval of EXCUSED absence by the Vice President for Student Development or other designated official.

B. Assurance Statement:

If you need accommodations in this class related to a disability, please make an appointment as soon as possible. My office is located at 898 Goff Avenue and my office hours are posted on my door.

In addition, classroom and testing accommodations should be discussed earlier in the semester. Faculty will contact disability services--(Mrs. Jarvis Campus Center—535-5285 or sjarvis@claflin.edu) regarding appropriate classroom accommodations.

B. ADDITIONAL REQUIREMENTS

1) Purchase the textbook package.

2) Complete assigned background readings.

3) Adhere to attendance policies and procedures for makeup work as outlined in the college catalog or other college including course syllabus.

4) Attend study sessions.

5) Participate in class/lab discussions and exercises.

6) Complete assigned work, take quizzes, major examinations and practical’s when they are given.

7) Be punctual when reporting to lecture.

8) Have a #2 lead pencil and a pen which has a blue or black ink (the instructor reserves the right to be the only one allowed to use red ink in writing or marking assignments).

9) Participate in a group research project, making an oral presentation on the project and writing a research paper on the project using the CBE Style manual format (Details will be given in class).

NOTE:

1. No caps will be allowed in the class and please have cell phones in silent mode. In case of emergency, please answer your cell phones outside the class.

2. Class starts at 8:00 AM, so please be in the classroom before 8:00 AM

3. No eating or drinking in the class.

Measurable Learning Outcomes and Assessments (General Biology, BIOL 122)

General: Students will be able to list more than 200 biology-related terms, clearly define each term in their own words which a layman can understand. We will be able to give examples related to the subject and be able to apply their knowledge to demonstrate its significance. They will also be able to explain basic concepts and describe biological / biochemical processes related to general biology, plant and animal kingdom. Their learning skills/outcomes will be measured from quizzes, class room discussion participation, and home take assignments. Handouts giving an overview of the lectures will be posted on the blackboard. Minimum expectation is a “C” grade.

Table 1. Course Specific Measurable Learning Outcomes and Assessments

|Biology Department Learning |Specific Outcomes |Assessment(s) |

|Objectives |Students will be able to demonstrate the following in each chapter: | |

|See table 2 below | |Assignments, Tests, Quizzes, General |

| | |Class Discussion, Group work, |

| | |presentations, Midterm and final |

| | |examinations. Tests, quizzes and exams |

| | |may be either class or take home-based.|

| | | |

| | | |

| | |Final assessment and grade will be |

| | |cumulative. |

|1, ,2, 6 |Chapter 19. Viruses: Cellular structure of viruses, their mode of reproduction, their | |

| |pathogenecity in animals and plants, and expression of their genes when exposed to | |

| |environmental changes. Lecture: 2 and 3. | |

|1, 6 |Chapter 22. Descent with Modification: A Darwinian View of Life: Origin of species | |

| |proposed by Darwin’s theory through natural selection, and Darwin’s view of life. | |

| |Lecture: 5, 6. | |

|1, 6 |Chapter 23. The Evolution of Populations: Population genetics provide foundation for | |

| |studying evolution, mutation and sexual recombination produce variations that make | |

| |evolution possible, natural selection, genetic drift, and gene flow can alter | |

| |population’s genetic composition, and natural selection being the primary mechanism of | |

| |adaptive evolution. Lecture: 8, 9. | |

|1, 6, 9 |Chapter 24. The Origin of Species: Biological species concept emphasizing reproductive | |

| |isolation, speciation can take place with or without geographic separation, and | |

| |macro-evolutionary changes can accumulate through many speciation events. Lecture: 10, | |

| |11. | |

|1, 6 |Chapter 25. The History of Life on Earth: Conditions on early Earth made the origin of | |

| |life, evolution of prokaryotes and how they brought changes to the young earth? Evolution| |

| |of eukaryotic cell through symbioses and genetic exchange between eukaryotics and | |

| |prokaryotics, and understanding of tree of life. Lecture: 12, 13, 14. | |

|1, 6 |Chapter 26. Phylogeny and The Tree of Life: Concept of phylogeny based on common | |

| |ancestries inferred from fossils, morphological and molecular evidence, connections of | |

| |phylogenetics systematics to classification with evolutionary history, construction of | |

| |phylogenetic trees based on shared characteristics, and documentation of organism’s | |

| |evolutionary history in its genome. Lecture: 15, 16, 17. | |

|1,2, 6, 9 |Chapter 27. Bacteria and Archaea: Structural, functional and genetic adaptations of | |

| |prokaryotes, diversity of nutritional and metabolic adaptations have evolved in | |

| |prokaryotes, crucial role of prokaryotes in biosphere, and both harmful and beneficial | |

| |impacts of prokaryotes on humans. Lecture: 22. | |

|1, 6 |Chapter 28. Protists: General characteristics, reproduction, and classification of | |

| |Protists. Lecture: 23. | |

|1, 6 |Chapter 29. Plant Diversity I: How plants evolved and colonized the land? Lecture: 24. | |

|1, 6 |Chapter 30. Plant Diversity II: The most important reproductive adaptations of seed | |

| |plants are: continued reduction of the gametophyte, evolution of the seed, and evolution | |

| |of the pollen. Lecture: 25. | |

|1, 6 |Chapter 31. Fungi: Basic features: nutrition, spore production, difference between | |

| |multicellular and unicelullar, basic morphology: hyphae, mycelium, rhizoids, basics of | |

| |reproduction: asexual and sexual reproduction, Fungi Diversity and Phylogeny, and other | |

| |fungal forms: molds, yeasts, lichens and mycorrhizae. Lecture: 18. | |

|1, 2, 6 |Chapter 32. An Overview of Animal Diversity: Development of an animal from embryo, tissue| |

| |organization, and animal phylogenetic tree. Lecture: 26. | |

|1, 2, 6 |Chapter 33. An Introduction to Invertebrates: Living animals are invertebrates, animals | |

| |without backbone, division of kingdom Animalia into Parazoa and Eumetazoa, and their | |

| |further subdivision into phylum and their important characteristics. Lecture: 27. | |

|1, ,2, 6 |Chapter 34. The Origin and Evolution of Vertebrates: Deuterostomes are divided into | |

| |phylum Echinodermata and Chordata. The phylum Chordata is divided into three subphyla: | |

| |Subphylum Urochordata, Subphylum Cephalochordata, and Subphylum Vertebrata, and their | |

| |important chracteristics. Derived characters of craniates, origin of bone and teeth, | |

| |derived characters of gnathostomes, tetrapods, reptiles, birds, mammals, primates and | |

| |humans. Lecture: 28. | |

|1, 6 |Chapter 40. Basic Principles of Animal Form and Function: Definition of anatomy and | |

| |physiology, effect of physical laws and environment on animal shape and size, correlation| |

| |of animals forms and function at all levels of organization: cells, tissues, organs and | |

| |organ systems, introduction to the bioenergetics of animals, quantifying energy use, | |

| |homeostasis: negative feedback mechanism and positive feedback mechanism, | |

| |thermoregulation, modes of heat exchange, balancing heat loss and gain, hibernation and | |

| |estivation. Lecture: 29. | |

|1, 2, 4, 6, 9 |Chapter 52. An Introduction to Ecology and the Biosphere: The scope of ecology, climate | |

| |and distribution of organisms, global climatic pattern, aquatic and terrestrial biomes, | |

| |concept of organismal ecology, and behavioral responses. Lecture: 19. | |

|1, 2, 4, 6, 9 |Chapter 53. Population Ecology: Dynamic biological processes influencing population | |

| |density, dispersion, and demographics, life history—affected by age at reproductive | |

| |maturity, frequency of reproduction, number of offspring per reproduction, and population| |

| |regulation. Lecture: 20. | |

|1, 2, 4, 6, 9 |Chapter 54. Community Ecology: Early hypotheses of community structure, interactions | |

| |between populations of different species, interspecific interactions and community | |

| |structure, disturbance and non-equilibrium, and community Ecology and biogeography. | |

| |Lecture: 21. | |

|1, 2, 4, 6, 9 |Chapter 55. Ecosystems and Restoration Ecology: Trophic relationships in ecosystems, | |

| |energy flow in ecosystems, cycling of chemical elements in ecosystems, and human impacts | |

| |on ecosystems. Lecture: 45. | |

|1, 2, 4, 6, 9, 10 |Chapter 56. Conservation Biology and Global Change: The biodiversity crisis: conservation| |

| |biology integrates ecology, evolutionary biology, physiology, molecular biology, | |

| |genetics, and behavioral ecology to conserve biological diversity at all levels, | |

| |restoration ecology applies ecological principles in an effort to return degraded | |

| |ecosystems to conditions as similar as possible to their natural, predegraded state, | |

| |human activities threaten earth’s biodiversity: genetic diversity, species diversity, and| |

| |ecosystem diversity, biodiversity at all three levels is vital to human welfare, four | |

| |major threats to biodiversity: habitat destruction, introduced species, overexploitation,| |

| |and disruption of interaction networks, population conservation focuses on population | |

| |size, genetic diversity, and critical habitat, landscape and regional conservation aim to| |

| |sustain entire biotas, restoration ecology attempts to restore degraded ecosystems to a | |

| |more natural state, and sustainable development seeks to improve the human condition | |

| |while conserving biodiversity. Lecture: 46. | |

Table 2: Biology Department Learning Objectives and How They Map to School & University Learning Objectives

|Biology Department General Learning Objectives |School (S) or University (U) |

| |Objective |

|1. can demonstrate a general knowledge and understanding of the spectrum and information in the biological sciences and |(U7, U4, S1, S6) |

|related disciplines, including both historical roots of the various biological disciplines and modern theories and | |

|technologies | |

|2. can speak and write coherently and think critically and logically, using higher-level thinking skills to analyze data, |(U1, U5,S3) |

|design experimental methodologies, and solve problems in all areas of life | |

|3. display a knowledge and understanding of major issues and temporary problems related to our biosphere and the life it |(U2, U3, U5, S2) |

|supports | |

|4. apply the principals and techniques inherent in the various biological disciplines to the problems of contemporary |(U7, U6, S4) |

|multi-cultural society in an effort to improve the quality of the lives of those in their local and global communities | |

|5. are prepared for leadership and service and to pursue study in biology or related areas at the graduate or professional |(U7, U9, S5) |

|level and/or seek gainful employment in academia, industry, government or private related agencies | |

|Biology (Specific Learning Objectives) | |

|6. to be able to discuss the organization of life on earth, beginning at the sub-atomic level and progressing through the | |

|biosphere | |

|7. to have developed skills of accuracy and precision in thinking communication and experimental manipulation and | |

|observation | |

|8. to be able to employ the scientific method to analyze chemical and biological problems rationally and quantitatively | |

|9. to understand the intersection of principles of physics, chemistry and biology in life processes | |

|10. to reconcile scientific information with moral doctrines |(U6) |

STATEMENT OF POLICY CONCERNING ACADEMIC DISHONESTY

“Code of Honor Policy Statement”

Claflin University prohibits all forms of academic or scholarly dishonesty, including written or oral examinations, term and research papers or theses, modes of creative expression, and computer-based work.

Scholarly dishonesty includes lying, cheating, plagiarism, collusion, and the falsification or misrepresentation of experimental data. (For social behavior, see Claflin University Student Handbook: Code of Conduct and Code of Ethics).

Code of Honor Definition of Violations

1. Academic Dishonesty – This includes any other act (not specifically covered in previous provisions) that compromises the integrity of a student or intrudes on, violates, or disturbs the academic environment of the University Community. Examples include attempting or agreeing to commit, or assisting or facilitating the commission of, any scholastic dishonesty, failing to appear or testify without good cause when requested by the Council for the Code of Honor, failing to keep information about cases confidential, supplying false information to the Council for the Code of Honor and accusing a student of a violation of this Code in bad faith.

2. Cheating – This act implies intent to deceive. It includes all actions, electronic or other devices and deceptions used in the attempt to commit this act. Examples include, but are not limited to, copying answers from another student’s exam and using a cheat sheet or crib notes in an exam.

3. Collusion – This is the act of working together on an academic undertaking for which a student is individually responsible. Examples include, but are not limited to, sharing information in labs that are to be done individually.

4. Plagiarism – Plagiarism is representing the words or ideas of someone else as one’s own. Examples include, but are not limited to, failing to properly cite direct quotes, the false utilization of copyrighted material and the failure to give credit for someone else’s ideas.” 2010-2011 Claflin University Catalog, pg. 39-40)

CLASS ATTENDANCE

Students are expected to attend all classes for which they are registered for the duration of each class session. Students may be allowed as many unexcused absences as hours a course meets weekly. The maximum number of excused absences is at the discretion of each instructor. Unexcused absences on the days immediately preceding or following a holiday are counted as double absences. Excessive absences are reported during each grade reporting period by instructors in the database provided through My Claflin.

Students may obtain official university excuses for absences from the Office of Student Development and Services or other designated campus officials. After students obtain signatures from the appropriate course instructors, all excuses must be returned to the Office of Student Development and Services.

Students who may miss classes while representing the university in an official capacity are exempt from regulations governing absences only to the extent that their excessive absences result from the performance of such university business or affairs. Absence from class for any reason does not relieve the student from responsibility for any class assignments that may be missed during the period of absence.

CLAFLIN UNIVERSITY EARLY ALERT PROGRAM

As a part of our renewed focus on engaged learning, Claflin University has enhanced and expanded its current Early Alert Program. This program is designed to assist with your success and will be given a high priority as a strategy for this class. Should the instructor determine that you might benefit from taking advantage of these support services and campus resources, you will be referred for such additional support as a means to assist with successful completion of this course.  It is further expected that you will comply with the referral and take advantage of the services offered.  Please understand that such referrals are not a form of punishment, rather, they are intended to help you reach and achieve your academic and personal goal.

Early Alert Statement

The Claflin University Early Alert Program is designed to assist you with your academic success. Should your instructor determine that you need additional help, you will be referred to the Academic Success Center. The Academic Success Center will assist you in successfully completing the course.

DISABILITY STATEMENT

Assurance Statement

Claflin University adheres to all applicable federal, state, and local laws, regulations, and guidelines with respect to providing reasonable accommodations for individuals with disabilities. Individuals with disabilities should register with Disability Services and contact their instructor(s) in a timely manner to arrange for appropriate accommodations.

Claflin Honor Code

STATEMENT OF POLICY CONCERNING ACADEMIC DISHONESTY

CODE OF HONOR POLICY STATEMENT

Reference: CLAFLIN UNIVERSITY CODE OF HONOR (Final Revision: 5/14/07)

Claflin University prohibits all forms of academic or scholarly dishonesty, including written or oral examinations, term and research papers or theses, modes of creative expression, and computer-based work.

Scholarly dishonesty includes lying, cheating, plagiarism, collusion, and the falsification or misrepresentation of experimental data. (For social behavior, see Claflin University Student Handbook: Code of Conduct and Code of Ethics).

Claflin University prohibits all forms of academic or scholarly dishonesty, including written or oral examinations, term and research papers or theses, modes of creative expression, and computer-based work.

Scholarly dishonesty includes lying, cheating, plagiarism, collusion, and the falsification or misrepresentation of experimental data. (For social behavior, see Claflin University Student Handbook: Code of Conduct and Code of Ethics).

CODE OF HONOR PLEDGE

ALL STUDENTS ARE REQUIRED TO TAKE THE FOLLOWING CODE OF HONOR PLEDGE

In my enrollment at Claflin University, I do hereby solemnly pledge that I will adhere to the Code of Honor. As a Claflin University Student, I do solemnly pledge to uphold the integrity of Claflin University. I will not participate in nor tolerate dishonesty in any academic endeavor.

CODE OF HONOR DEFINITION OF VIOLATIONS

1. Academic Dishonesty – This includes any other act (not specifically covered in previous provisions) that compromises the integrity of a student or intrudes on, violates, or disturbs the academic environment of the University Community. Examples include attempting or agreeing to commit, or assisting or facilitating the commission of, any scholastic dishonesty, failing to appear or testify without good cause when requested by the Council for the Code of Honor, failing to keep information about cases confidential, supplying false information to the Council for the Code of Honor and accusing a student of a violation of this Code in bad faith.

2. Cheating – This act implies intent to deceive. It includes all actions, electronic or other devices and deceptions used in the attempt to commit this act. Examples include, but are not limited to, copying answers from another student’s exam and using a cheat sheet or crib notes in an exam.

3. Collusion – This is the act of working together on an academic undertaking for which a student is individually responsible. Examples include, but are not limited to, sharing information in labs that are to be done individually.

4. Plagiarism – Plagiarism is representing the words or ideas of someone else as one’s own. Examples include, but are not limited to, failing to properly cite direct quotes, the false utilization of copyrighted material and the failure to give credit for someone else’s ideas.

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SANCTIONS

All proven cases of academic dishonesty shall be penalized as appropriate under the circumstances. The imposition of any sanction will include a statement of reasons supporting its severity. Recommendation of sanctions for cases of proven dishonesty will be forwarded by the Council for the Code of Honor to the Vice President for Academic Affairs. All proven cases of academic dishonesty will result in a grade of “XF” which shall remain on the student’s transcript for a minimum of two years. After two years, the student may petition the Vice President for Academic Affairs to have the “X” removed; however, the “F” will remain. Other sanctions may include but are not limited to:

• A defined period of probation or suspension with or without the attachment of conditions;

• The withdrawal of University funding;

• Expulsion from the University.

I ___________________________, hereby agree to and accept the terms and conditions of the Claflin U. Honor Code and pledge to follow them.

Signed: _____________________________

Date: _____________

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