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Anatomy-Physiology
Astronomy
Biochemistry and Molecular Biology
Bioinformatics
Cell Biology
Developmental Biology
Ecology
Evolution
Genetics
Immunology
Introductory Biology
Introductory Physics: Algebra-Based
Introductory Physics: Calculus-Based
Microbiology
Neurobiology
Plant Biology
Professional Development and Career Planning
Science Process Skills
Toxicology
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Courses
Anatomy-Physiology
Astronomy
Biochemistry and Molecular Biology
Bioinformatics
Cell Biology
Developmental Biology
Ecology
Evolution
Genetics
Immunology
Introductory Biology
Introductory Physics: Algebra-Based
Introductory Physics: Calculus-Based
Microbiology
Neurobiology
Plant Biology
Professional Development and Career Planning
Science Process Skills
Toxicology
Article Type
Lesson
Science Behind the Lesson
Review
Essay
Teaching Tools and Strategies
Course Level
Introductory
Upper Level
Graduate
High School
Other
Bloom's Cognitive Level
Foundational: factual knowledge & comprehension
Application & Analysis
Synthesis/Evaluation/Creation
Vision and Change Core Competencies
Ability to apply the process of science
Ability to use quantitative reasoning
Ability to use modeling and simulation
Ability to tap into the interdisciplinary nature of science
Ability to communicate and collaborate with other disciplines
Ability to understand the relationship between science and society
Vision and Change Core Concepts
Evolution
Structure and Function
Information flow, exchange and storage
Pathways and transformations of energy and matter
Systems
Class Type
Lecture
Lab
Seminar
Discussion Section
On-line
Other
Class Size
1-50
51-100
101+
Audience
Life Sciences Major
Non-Life Science Major
Non-Traditional Student
2-year College
4-year College
University
Other
Lesson Length
Portion of one class period
One class period
Multiple class periods
One term (semester or quarter)
One year
Other
Key Scientific Process Skills
Reading research papers
Reviewing prior research
Asking a question
Formulating hypotheses
Designing/conducting experiments
Predicting outcomes
Gathering data/making observations
Analyzing data
Interpreting results/data
Displaying/modeling results/data
Communicating results
Pedagogical Approaches
Think-Pair-Share
Brainstorming
Case Study
Clicker Question
Collaborative Work
One Minute Paper
Reflective Writing
Concept Maps
Strip Sequence
Computer Model
Physical Model
Interactive Lecture
Pre/Post Question
Other
Principles of How People Learn
Motivates student to learn material
Focuses student on the material to be learned
Develops supportive community of learners
Leverages differences among learners
Reveals prior knowledge
Requires student to do the bulk of the work
Assessment Type
Assessment of individual student performance
Assessment of student groups/teams
Assignment
Exam/quiz, in class
Exam/quiz, take home
Homework
Answer clicker-type question(s)
Answer essay question(s)
Answer fill in the blank question(s)
Answer multiple choice question(s)
Answer short answer question(s)
Answer true/false question(s)
Create a concept map
Create a diagram, drawing, figure, etc.
Create a website
Create graph, table etc. to present data
Design an experiment or research study
Design/present a poster
Give an oral presentation
Informal in-class report
Interpret data
Order items (e.g. strip sequence)
Participate in discussion
Peer evaluation
Post-test
Pre-test
Produce a video or video response
Respond to metacognition/reflection prompt
Self evaluation
Solve problem(s)
Written assignment: One minute paper
Written assignment: Brochure
Written assignment: Essay
Written assignment: Figure and or figure legend
Written assignment: Lab report
Written assignment: Literature review
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