1. Christine CaseBiology Professor

2. Honors Transfer Program  Eligible for ENGL 100 & MATH 120  3.25 in 9 units –3.5 high school  Eligible for ENGL 100 & MATH 120  3.25 in 9 units –3.5 high school

3. What we wanted Objectives  Challenging  Critical thinking  Study one topic in depth Objectives  Challenging  Critical thinking  Study one topic in depth

4. What we wanted Objectives  Challenging  Critical thinking  Study one topic in depth Objectives  Challenging  Critical thinking  Study one topic in depth SLOs  Use your new knowledge  Analyze data  Read original literature SLOs  Use your new knowledge  Analyze data  Read original literature

5. Biology Programs G.E. (nonmajors)  BIOL 101  BIOL 110  BIOL 111  BIOL 130  BIOL 140  BIOL 145  BIOL 150 G.E. (nonmajors)  BIOL 101  BIOL 110  BIOL 111  BIOL 130  BIOL 140  BIOL 145  BIOL 150 MAJORS  BIOL 215  BIOL 230 MAJORS  BIOL 215  BIOL 230 ALLIED HEALTH  BIOL 240  BIOL 250  BIOL 260 ALLIED HEALTH  BIOL 240  BIOL 250  BIOL 260

6. What we didn’t want  Honors section of one course  Removes leaders from classes  Shuts out Majors  Or, Allied Health  Or, Nonmajors  Removes leaders from classes  Shuts out Majors  Or, Allied Health  Or, Nonmajors

7. What we didn’t want  Honors section of one course  Honors in with regular class  Honors section of one course  Honors in with regular class  “Honors” = extra term paper

8. What we did  Brain-stormed topics  Emerging diseases  Marine mammals  Economic botany  Evolution  Energy  Biotechnology  Water  Emerging diseases  Marine mammals  Economic botany  Evolution  Energy  Biotechnology  Water

9. Format  BIOL 675  1 unit  Lecture, lab, seminars, field  BIOL 675  1 unit  Lecture, lab, seminars, field BIOL 1104 units +BIOL 6751 unit =5 Honors units

10. Course Classification  Credit course applicable for the Associate Degree; Honors Course if taken concurrently with non-honors biology course Official Course Outline

11. Course Description  One lecture hour per week or 3 lab hours per week. Corequisite: Concurrent enrollment in any non-honors biology level 100 or 200 course.  Readings, discussion and lectures covering selected advanced topics in biology to be determined by the Biology Department and the Honors Program. May be repeated three times for credit, but topics successfully completed may not be repeated. Transfer credit: UC; CSU  One lecture hour per week or 3 lab hours per week. Corequisite: Concurrent enrollment in any non-honors biology level 100 or 200 course.  Readings, discussion and lectures covering selected advanced topics in biology to be determined by the Biology Department and the Honors Program. May be repeated three times for credit, but topics successfully completed may not be repeated. Transfer credit: UC; CSU Official Course Outline

12. Catalog Description Completion of or concurrent enrollment in any non- Honors Biology level 100 or 200 course. Advanced topics in …. Extensive library research and field observations used to complete a project determined by the student. … Official Course Outline

13. Catalog Description NOTE: This course is designed primarily for students in the Honors Transfer Program. All students enrolling in this course will be required to do Honors level work. Honors credit will also be awarded for any 100- or 200-level Biology course taken concurrently. Transfer: UC; CSU. Official Course Outline

14. Course Justification  This course is designed to provide in-depth study of a selected area of biology as an honors supplement to a G.E. or majors-level Biology course. Official Course Outline

15. SLOs 1.Discuss and understand one area of biological science (e.g., marine mammals; emerging infectious disease). 2.Apply the knowledge of biological science to distinguish between observations, inferences, relationships, and testimonials under investigation. 1.Discuss and understand one area of biological science (e.g., marine mammals; emerging infectious disease). 2.Apply the knowledge of biological science to distinguish between observations, inferences, relationships, and testimonials under investigation. Official Course Outline

16. SLOs Official Course Outline 1.Discuss and understand one area of biological science (e.g., marine mammals; emerging infectious disease). 2.Apply the knowledge of biological science to distinguish between observations, inferences, relationships, and testimonials under investigation. Official Course Outline 1.Discuss and understand one area of biological science (e.g., marine mammals; emerging infectious disease). 2.Apply the knowledge of biological science to distinguish between observations, inferences, relationships, and testimonials under investigation. Class Syllabus 1.Discuss and understand the role of microorganisms in infectious diseases. 2.List factors that lead to the emergence of diseases. 3.Describe methods of controlling infectious diseases. Class Syllabus 1.Discuss and understand the role of microorganisms in infectious diseases. 2.List factors that lead to the emergence of diseases. 3.Describe methods of controlling infectious diseases.

17. Course Content Content will vary by section and semester. Students will have the opportunity to perform experiments, attend seminars given by researchers, and apply new knowledge to real world events. Each semester, a topic in biology will be studied in depth. Common themes in biology will be used to incorporate topics from any biology course. Students will be expected to apply fact and theory in problem solving. They will be expected to do literature searches and read original literature. They will be expected to design, carry out and analyze the results of a special project. They will be expected to report the results of their project to their classmates. Official Course Outline

18. Assignments Official Course Outline  Term project requiring analysis of data and/or field observations; written lab reports. Official Course Outline  Term project requiring analysis of data and/or field observations; written lab reports. Class Syllabus Find the source of an outbreak. You will receive your outbreak data in class. Write an EIR for an energy project. Specimen Preparation Prepare & present educational materials for American Cetacean Society Class Syllabus Find the source of an outbreak. You will receive your outbreak data in class. Write an EIR for an energy project. Specimen Preparation Prepare & present educational materials for American Cetacean Society

22. Results  WSCH = 7000  7.4% of College WSCH  1100 students/semester  WSCH = 7000  7.4% of College WSCH  1100 students/semester Enrollment in Biology

23. Results  10-20 students/semester Enrollment in Honors Biology

24. Skyline Biology  Shari Bookstaff  Christine Case  Nick Kapp  Sandra Hsu  Melissa Michelitsch  Mel Zucker  Shari Bookstaff  Christine Case  Nick Kapp  Sandra Hsu  Melissa Michelitsch  Mel Zucker