If this a serious question, any number of undergraduate-level professional
programs may be accredited: Landscape architecture, architecture, medical
programs, teacher education, accounting, etc.

On Sun, May 27, 2012 at 10:31 PM, Jane Shevtsov <jane....@gmail.com> wrote:

> What disciplines other than engineering have departmental
> accreditation at the undergraduate level?
>
> Jane
>
> On Sun, May 27, 2012 at 2:47 PM, malcolm McCallum
> <malcolm.mccal...@herpconbio.org> wrote:
> > The problem with biology education today is that there are:
> > 1) no standards for what the major is
> > 2) no accreditation governing what a department should comprise
> >
> > Europe now has accreditation for the discipline and if the US does not
> > follow suit you can watch rapidly as we not only fall behind in
> > biology, but basically fall like a rock in stature.
> >
> > Too many departments just wing it at the whim of the administrations'
> folly.
> > Accreditation provides the departments with significant support and
> > legitimacy in the face of those administrations that generally care a
> > lot about money and little about quality or students.
> >
> > There are more of those than we care to admit.
> >
> > Look, we can't even agree whether biodiversity concepts belong in an
> > intro to bio class.
> > I find this not only disheartening but also frightening.  Where else
> > they going to learn it, English?
> > Most schools don't have an EVS course, and many never will.
> >
> > Malcolm
> >
> > On Sun, May 27, 2012 at 12:09 PM, Bill Hilton Jr. (RESEARCH)
> > <resea...@hiltonpond.org> wrote:
> >> With sincere respect to all of you in the fields of microbiology,
> genetics, and other laboratory-based disciplines of the life sciences, I
> contend the "Campbell Essential Biology" approach is exactly what is wrong
> with biology education today.
> >>
> >> Nearly all undergraduate and high school introductory biology courses
> are written as if EVERY student is going on to med school, nursing, or a
> career in a lab-based science. I agree it's important for an undergrad
> course to make mention of cytology, DNA, photosynthesis, etc., but I
> question the real value to students of any non-major textbook in which 12
> chapters deal with cell-DNA and ecology, ecosystems, and the biosphere are
> relegated to the last three chapters.
> >>
> >> My guess is that 95% or more of non-majors will never have any really
> practical use for information about cell-DNA. It's complicated stuff that
> their physicians and pharmacists need to know, but what would be of
> infinitely greater value is for everyone to be familiar with basic
> principles of ecology, plant-animal interactions, pollination biology, and
> the like. Knowing about these things will enable students in general to
> understand how humans fit into and affect the world around them, and such
> understanding will help them make informed decisions about such things as
> overfishing, watersheds and wetlands, use of household pesticides and
> fertilizers--to say nothing of current controversial topics like global
> climate change, fracking, etc.
> >>
> >> We all teach what we know, of course, and the vast majority of high
> school biology teachers know what they learned in an undergrad biology
> courses taught from the "pre-med" perspective. I know from 25-plus years in
> the classroom and lab that for kids not going off to med-school the
> "pre-med" approach is often a turn-off to science, while a course that
> emphasizes ecology, the environment, field work, etc., is a turn-on. I also
> taught undergrad biology and know such is the case with many college
> students.
> >>
> >> Cheers,
> >>
> >> BILL
> >>
> >>
> >> On May 27, 2012, at 10:48 AM, Helena Puche wrote:
> >>
> >>> David,
> >>>
> >>> I used "Campbell Essential Biology" by E.J. Simon, J.B.Reece and J.L.
> Dickey. It is a book for non-biology  majors that has 20 chapters, all of
> them with a focus on evolution and examples, and nice drawings and
> pictures. Twelve of the 20 chapters are geared toward cell-DNA, then three
> chapters on taxonomy and systematics. The last three include populations &
> ecology, communities & ecosystems, and the biosphere. Therefore, you will
> have to add extra material to recreate those last topics.
> >>>
> >>> I created  several evolution labs using beans or the web pages below,
> designed a ppt to introduce Darwin's liand thoughts, and added many lab
> activities to learn about mark-recapture techniques, estimating population
> growth rate & size, population growth models, climate change, and
> identifying biomes.
> >>>
> >>> Evolution links to check are:
> >>> http://video.pbs.org/video/1300397304/
> >>> http://evolution.berkeley.edu/evolibrary/article/0_0_0/devitt_02
> >>>
> >>> I used those as base for the lab activities.
> >>>
> >>> Hope this helps.
> >>>
> >>> Helena
> >>>
> >>>
> >>>
> >>> Helena Puche, Ph. D.
> >>>
> >>> Adjunct Assistant Professor
> >>>
> >>> University of Illinois at Chicago
> >>>
> >>>
> >>> Biological Sciences, 3464 SES, MC
> >>> 066
> >>>
> >>> 845 West Taylor Street
> >>>
> >>> Chicago, IL 60607hpu...@uic.edu
> >>>
> >>>
> >>>
> >>> --- On Fri, 5/25/12, Johnson, David R <drjohns...@utep.edu> wrote:
> >>>
> >>> From: Johnson, David R <drjohns...@utep.edu>
> >>> Subject: [ECOLOG-L] Non-Majors Biology
> >>> To: ECOLOG-L@LISTSERV.UMD.EDU
> >>> Date: Friday, May 25, 2012, 2:49 PM
> >>>
> >>> Greetings,
> >>>
> >>> I am teaching a "contemporary biology" course for non-science majors
> in the fall and for the first time I am fortunate to be able to organize
> the course at my discretion. Effectively, I can present any material I wish
> as long as I hit broad themes such as Cell Theory and Evolution. While this
> is certainly doable, I am struggling deciding exactly what content to
> present. The course is meant to present the science of contemporary issues
> that may be important and/or interesting to the non-science student rather
> than a broad survey course encompassing all of biology. There is another
> such survey course with a set syllabus that I am not teaching, and there
> are two other sections of contemporary biology that are focusing on
> genetics. I would like to focus on the many ecological issues that both
> affect and are affected by humans. My struggle involves the fact that this
> may be the only (or last) biology these students get before we cast them
> out into the world.
> >>> So I want to be sure and cover all my bases.
> >>>
> >>> I am writing Ecolog with two questions. First, what is the relative
> merit of including as much biology as possible as opposed to focusing on
> fewer but perhaps more directly relevant ecological topics? These students
> will most likely not become scientists, and certainly won't need to
> memorize the structure of all the amino acids, for example. On the other
> hand, would I be cheating them somehow by not providing enough information
> to them for making informed decisions on topics outside of my direct area
> of expertise, such as developmental biology and stem cells?
> >>>
> >>> The other question I have involves textbooks. Is anyone aware of a
> text (or perhaps pop-science books) designed for the non-science major that
> focuses on ecology, in particular the involvement of humans in ecological
> systems? I haven't been able to find something I like and am looking for
> recommendations.
> >>>
> >>> Thanks and I'll circulate a summary response if/when the discussion
> runs its course.
> >>>
> >>> Cheers,
> >>>
> >>> David
> >>>
> >>> David R. Johnson PhD.
> >>> Postdoctoral Research Associate
> >>> Systems Ecology Lab
> >>> University of Texas at El Paso
> >>> drjohns...@utep.edu
> >>
> >> P.S. Please "Like" our new Facebook page at
> http://www.facebook.com/HiltonPond for timely updates on nature topics.
> >>
> >> =========
> >>
> >> RESEARCH PROGRAM
> >> c/o BILL HILTON JR. Executive Director
> >> Hilton Pond Center for Piedmont Natural History
> >> 1432 DeVinney Road, York, South Carolina 29745 USA
> >> office & cell (803) 684-5852
> >> fax (803) 684-0255
> >>
> >> Please visit our web sites (courtesy of Comporium.net):
> >> Hilton Pond Center for Piedmont Natural History at
> http://www.hiltonpond.org
> >> "Operation RubyThroat: The Hummingbird Project" at
> http://www.rubythroat.org
> >>
> >> ==================
> >
> >
> >
> > --
> > Malcolm L. McCallum
> > Department of Molecular Biology and Biochemistry
> > School of Biological Sciences
> > University of Missouri at Kansas City
> >
> > Managing Editor,
> > Herpetological Conservation and Biology
> >
> > "Peer pressure is designed to contain anyone with a sense of drive" -
> > Allan Nation
> >
> > 1880's: "There's lots of good fish in the sea"  W.S. Gilbert
> > 1990's:  Many fish stocks depleted due to overfishing, habitat loss,
> >             and pollution.
> > 2000:  Marine reserves, ecosystem restoration, and pollution reduction
> >           MAY help restore populations.
> > 2022: Soylent Green is People!
> >
> > The Seven Blunders of the World (Mohandas Gandhi)
> > Wealth w/o work
> > Pleasure w/o conscience
> > Knowledge w/o character
> > Commerce w/o morality
> > Science w/o humanity
> > Worship w/o sacrifice
> > Politics w/o principle
> >
> > Confidentiality Notice: This e-mail message, including any
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>
>
>
> --
> -------------
> Jane Shevtsov, Ph.D.
> Mathematical Biology Curriculum Writer, UCLA
> co-founder, www.worldbeyondborders.org
>
> "In the long run, education intended to produce a molecular
> geneticist, a systems ecologist, or an immunologist is inferior, both
> for the individual and for society, than that intended to produce a
> broadly educated person who has also written a dissertation." --John
> Janovy, Jr., "On Becoming a Biologist"
>



-- 
G. Karen Golinski, PhD

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