TABLE 3.
Core concepts, competencies, and cognitive skills addressed in BI 125, BI 225, and BI/CH 308
| BI 125 | BI 225 | BI/CH 308 | |
|---|---|---|---|
| Core concepts for biological literacya | |||
| Evolution | X | X | |
| Structure and function | X | X | |
| Information flow, exchange, and storage | X | X | |
| Pathways and transformations of energy and matter | X | X | X |
| Systems | X | X | |
| Core competencies and disciplinary practicea | |||
| Ability to apply the process of science | X | X | X |
| Ability to use quantitative reasoning | X | X | X |
| Ability to use modeling and simulation | X | X | |
| Ability to tap into the interdisciplinary nature of science | X | X | X |
| Ability to communicate and collaborate with other disciplines | X | X | X |
| Ability to understand the relationship between science and society | X | X | X |
| Course examinations | |||
| Lower-order cognitive skills (LOCS)b | |||
| Knowledge | 34% | 16% | 18% |
| Comprehension | 22% | 17% | 17% |
| Total LOCS | 56% | 33% | 35% |
| Higher-order cognitive skills (HOCS)b | |||
| Application | 16% | 30% | 10% |
| Analysis | 10% | 12% | 21% |
| Synthesis | 10% | 12% | 15% |
| Evaluation | 8% | 13% | 19% |
| Total HOCS | 44% | 67% | 65% |
aVision and Change core concepts and competencies (AAAS, 2009) addressed in each course were evaluated by each instructor.
bPercentages represent average point values associated with each level of Bloom’s taxonomy on course examinations as assessed using the Blooming Biology Tool (Crowe et al., 2008).