North Georgia College & State
University Biology Curriculum
Development
Mark Davis
Ralph Hitt
Wayne Morris
Shane Webb
Observations
• Biology majors struggle with retaining
information from term to term.
• Students have difficulty integrating knowledge
into conceptual frameworks.
• Students struggle with the implementation of the
scientific method.
• Students need to improve their analytical skills
(ETS Biology outcomes)
• Students need to improve their molecular biology
knowledge base (ETS)
• Students need to develop collaborative skills
Objectives
• Progressively structure laboratory exercises from
Freshman Biology  Genetics  Ecology 
Upper-division Courses (requires coordination and
cooperation of faculty)
• Create protocols for exploring databases (e.g.
genomic, proteomic, metabolic) to be shared in
these courses
• Enhance critical thinking and problem solving
skills.
Tools: “Case Studies”
Common threads to tie subdisciplines and
concepts together.
• Enzymes (rubisco & amylase)
• Globin gene family
• Viruses (West Nile & HIV)
Structure: 3 P’s
• Problem-posing 
• Problem-solving 
• Peer Persuasion
Involves revision of pedagogical methods.
Example: Myoglobin
• 1st Year – Why have myoglobin? Origin?
• 2nd Year (Genetics) – Myoglobin gene
structure and disease origin?
• 2nd Year (Ecology) – Diversity of function
(diving mammals and flying reptiles)
• Upper division
– Evolution – Gene duplication and
diversification
Assessment
• Evaluate ETS Biology scores in molecular
biology and analytical skills sections.
• Comparison of pre/post-IAS evaluations.
• Examine retention rates.
Implementation
• Obtain departmental/administrative
approval.
• Designate individual(s) to revise curricula.
• Apply for minigrants to fund said proposal.