I believe chemistry has undergraduate accreditation requirements from acs. 


Stuart Borrett

On May 28, 2012, at 12:24 AM, "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
>>>> 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.
>>> =========
>>> 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
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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"

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