BL 495 SEMINAR IN BIOLOGY RESEARCH LITERATURE
Syllabus
Spring 2015
Time and Place:
Tuesday 12:15pm to 1:05 pm in Loyola Hall #10 (section RU01)
Friday 2:30 pm to 3:20 pm in Loyola Hall #10 (section RU02)
Instructors:
Marie-dominique Franco, Ph. D. (mfranco@regis.edu)
Office hours are on Mondays and Wednesdays from 2:00 pm to 4:00 pm, on Wednesdays from 9:00 am to
10:00 am or by appointments. The course material and grades will be posted on D2L.
Francina Towne, Ph.D. (ftowne@regis.edu)
Office hours are on Mondays 4-5, Tuesdays 9:30-12, and Wednesdays 9-10:30, or by appointments. The course
material and grades will be posted on D2L.
Course Description: Emphasizes interpretation and presentation of articles from primary scientific literature,
covering a broad range of biological topics. Includes Academic Résumé (Curriculum Vitae), Cover Letter and
Personal Statement construction and formative Academic Portfolio creation.
Prerequisites: BL 260, BL 262 and BL494 and Junior standing. Note: Required for all Biology majors.
Course Learning Outcomes: Students should be able to…
1. read and understand studies published in current, high-profile primary biological scientific literature
(Science and Nature),
2. present scientific studies to colleagues, and
3. compose a well written Academic Résumé (Curriculum Vitae), cover letter and personal statement, and
4. create a formative Academic Portfolio.
Textbook: Writing Papers in the Biological Sciences, 5th ed. by V.E. McMillan (2012). Bedford St. Martin’s
(an older edition is acceptable; you should all have one copy from BL261 and BL263).
Graded Assignments & Grading:
Academic Résumé or Curriculum Vitae and Cover Letter. During the course of the semester you will
prepare and revise an Academic Résumé (Curriculum Vitae) and a cover letter. It is expected that by the
end of the semester these documents will be very polished and error free. The grading will reflect this
expectation. See Writing Papers in the Biological Sciences.
Personal Statement. During the course of the semester you will prepare and revise a Personal Statement
that will be included into your Academic Portfolio. It is expected that by the end of the semester these
documents will be very polished and error free.
Participation. You will receive a participation grade for every presentation day based on the questions you
ask. Obviously, attendance is necessary for effective participation.
Paper Summaries. Every class period when there is a presentation you will bring a short summary that
follows a standardized format of each of the day’s readings.
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Academic Portfolio. An academic portfolio is simply a collection of the best work you have done during
your university career and some short reflections on that work. The examples of your work that you
include in your portfolio are called artifacts, and these artifacts should demonstrate your ability to meet
specific learning outcomes. All new biology majors must construct an academic portfolio as a
requirement for graduation. In this course you will create a formative portfolio that will be revised in
the Biology Research Colloquium course (BL496) to become your final summative portfolio.
Presentation. You (with a partner) will cooperatively give two, fifteen-minute presentations followed by
questions from the class. You will present scientific studies published during the last year in the journals
Science and Nature. Papers from other journals may be used only with prior instructor permission.
Presentations must be clear, should cover background necessary to understand the study, outline the
methods of the authors, clearly explain the results (focusing on the figures and tables), and explain the
conclusions and relevance of the study. Your presentation should explain your paper at a level
appropriate to an audience of undergraduate biologists. Your presentations should follow the format
provided for you. (See Writing Papers in the Biological Sciences Chapter 10 as well for additional
guidance).
Professionalism. This course has a professionalism component to the grade that includes prompt
attendance, respectful participation, appropriateness of attire, professionalism of interpersonal
interactions and other components of professionalism. Students will meet with the Instructor twice as
necessary during the semester outside of class to provide feedback and discuss student professionalism.
Point Distribution.
Assignment
Points
Professionalism
50 points (bank of points that can only be lost)
In-Class Participation (questions) ................................................ 30 (3 x 10 pts)
Paper Summaries .......................................................................... 240 (12 x 20 pts)
Ecology & Evolutionary Biology Presentation 1 ................................................. 200
Molecular, Cellular, & Developmental Biology Presentation 2 ........................... 200
CV/cover letter/statement ..................................................... 180 (30 + 60 + 90 pts)
Portfolio (5 artifacts)………………………………………………….150 (50 + 100 pts)
Total.................................................................................................................. 1050
Grading Scale.
A = 100%–92.5%
A- = 92.4%–89.5%
B+ = 89.4%–85.5%
B = 85.4%–82.5%
B- = 82.4%–79.5%
C+ = 79.4%–75.5%
C = 75.4%–72.5%
C- = 72.4%–69.5%
D+ = 69.4%–65.5%
D = 65.4%–62.5%
D- = 62.4%–59.5%
F = <59.5%
Academic Résumé (Curriculum Vitae), Cover Letter and Personal Statement Workshops: At
least two class periods will be devoted to reviewing and revising other students’ work. Students must bring
three copies of their assignments to share with other students and with the Instructor. Remember that the
purpose of these documents is to present yourself well to others. It is important to get feedback from as
many other people as possible. Students who do not bring three copies of the completed assignments to the
designated peer review workshops will receive a penalty (TBD).
Late/Missed Assignments: No assignments will be accepted late except when accompanied by a
university-sanctioned excuse. Missing your presentation without a university-sanctioned excuse will result
in a grade of 0 points for that presentation.
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Attendance: Attendance is required. Non-emergency appointments (e.g., routine check-ups) are not
acceptable excuses for missing this class.
 Two unexcused absences from class will cause your final grade to be lowered one full letter grade,
i.e., a 105 point deduction. (e.g., 955 to 850 points, an A to a B)
 Each additional absence beyond two will result in an additional full letter grade reduction.
 The participation grade for days missed without an sanctioned excuse will be 0. Additionally, reading
summaries may not be turned in late and these grades will likewise be 0.
Obtaining Papers: The instructor will arrange a system by which you can obtain the papers for each week’s
presentations. Generally papers will be posted onto D2L one week prior to the presentations. Students who
are presenting are required to clear papers with instructors before the posting can occur.
Schedule: The instructor will provide students with a schedule of events and due dates for the course.
Cellular Phones, Tablet Computers, & Laptops: Turn them off during the class period. If you have a
special need to keep either on, you must obtain your instructor’s permission.
Inappropriate Academic Conduct: Remember that any assignment (except the presentations that are
paired) is an individual assignment that must be completed independently. In the unlikely event that an
assignment is copied in whole or in part from someone else, this will minimally result in failure of the
course (grade = F) by all individuals involved (i.e., both the copier and the one whose work was copied).
The offense will be reported to the Biology Department and the Dean’s Office for documentation that could
lead to expulsion from Regis College.
Disability Statement: If you have a documented disability requiring academic adjustments for this class,
please contact Disability Services (303-458-4941, disability@regis.edu). Disability Services will review
your documentation with you and help determine appropriate, reasonable accommodations. Following the
meeting with Disability Services personnel, please make an appointment with your instructor to discuss
your accommodation request in light of the course requirements. You may self-disclose and request an
academic adjustment any time during the semester. However, I strongly recommend that you do so as soon
as possible because accommodations are not provided retroactively and adequate lead-time is required.
Guide to Presentations:
Selecting a Paper: Select primary research papers from the journals Science and Nature. The paper
must have been published within the last year, be biological (not psychological or solely chemical),
and discuss original data (not a “review” paper). Your instructor may provide additional topic
guidelines for different “rounds” of presentations that you must follow.
Presentation Duration: The presentation should not exceed the time limits given to you by your
instructor. There will be time provided for other students and the instructor to ask questions.
Presentation Content: Explain the study to an audience with a basic biological background. Your
instructor will be looking for clear explanations of the following items:
1. the purpose or goals of the study.
2. the background information necessary to understand the study. (This may take up a large
portion of the presentation time for some presentations.)
3. the research design. (This may require more time in some presentations than in others.)
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4. the conclusions or discoveries made based on the experiment or data collection. (Remember that
you will need to synthesize the paper; do not show all the data tables and graphs from the paper unedited for
readability and significance.)
5. the significance to biology and future directions of the research. (Keep in mind that not every study
should or will result in an end to all poverty and illness. Most papers will have more modest significance
typified by contributing to other fields or providing a basis for specific future research. Give the authors the
praise they deserve but also try not to overstate the direct significance.)
Presentation Style: All presentations must use Power Point. All talks at modern scientific meetings rely
on visual reinforcement. Putting together a Power Point presentation can be a big pain, but it often helps
you to organize your presentation and to identify what is most important to clarify for the audience.
Presentation Summary: You will not need to turn in a summary for your own presentation.
Presentation Suggestions (may be used as grading criteria):
1. Read the Oral Presentation section of Chapter 10 in Writing Papers in the Biological Sciences.
2. Do not simply paraphrase the Introduction, Materials and Methods, Results, and Discussion sections
from your article. And more specifically... DO NOT MERELY READ SELECTED SENTENCES
FROM THE ARTICLE.
3. To better understand your article and explain it, look up the topic first in introductory and then later in
advanced textbooks.
4. Be selective. Skip extra details. Do not get bogged down describing the methods in extreme detail.
Time is limited. If you have trouble determining what may be extraneous material talk to the instructor
suitably in advance of your presentation.
5. Make sure that the presentation proceeds logically. Early parts of the presentation should lead into
later parts of the presentation. Consider your audience and what they will need to fully understand.
6. Are the author’s conclusions justified based upon their methods and data? Sometimes papers over
reach their data. Provide critical analysis of the paper if justified.
7. Identify any new questions now apparent because of the study. Did the authors identify future work
they plan to complete?
8. Use graphs, tables, illustrations, and/or photographs. Visual aids are very important to help the
audience understand what is being explained. Optimally, there should always be something, text, table,
figure, or photograph, for the audience to see.
9. You should spend some time explaining the graphs and/or tables summarizing the data. These are
often the most important things to truly understand the results of a study.
10. All visual aids should be simple enough to be understood with a minimum of explanation and should
be large enough to be read easily. If you copy tables and/or graphs directly from your paper, be
certain that they are readable and relevant.
11. Do not show too much at any one time with a single visual aid. Putting five things on one Power
Point slide may seem efficient at the time but it will distract, try putting fewer things on a slide.
12. Do not use too much animation or sound in a Power Point presentation. It distracts the audience.
Likewise use a consistent and conservative color scheme.
13. Summarize the conclusions at the end of your presentation.
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14. Be prepared for questions, especially questions concerning the authors’methodology and
interpretation of tables and/or graphs. Anticipate questions concerning areas with which you had
difficulty when preparing your presentation.
15. Be professional in your presentation. Do not be casual or frivolous. Treat the subject with some
seriousness. Do not wear ripped or dirty clothing.
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Paper PPT (printed and e-mailed to your Instructor, failure to do so will result in a “0” grade). The oral
presentation will be a 15-minute talk with 5 minutes for questions. Practice before presenting to the class.
Poor/Needs Improvement
(0 to 75%)
Front slide
(Penalty points only
-10%)
Background
Information
(30 points max)

Purpose and Goals
of the Study
(10 points max)

Material and
Methods
(10 points max)

Results
(50 points max)










Conclusions
(5 points max)




Significance and
Future Direction of

the Research
(5 points max)

Visual Aids
(20 points max)
Speaker
Understanding
(40 points)

Speaker Skills and
professionalism
(10 points max)

Dress Code
(10 points)
Questions (10 pts)




Approaches Expectations
(75 to 90%)
Title is inaccurate and major errors 
in reference
Names are missing
Background Information is not a
section heading
Introduction neither defines the
disease nor gives incidence and
statistics and week history
Purpose and Goals of the Study is
not a section heading
The goals are not presented
The hypothesis/es is/are not
presented
Materials and Methods is not a
section heading
The M/M are not clearly and
concisely presented and are not
focused on crucial elements
Many unnecessary details
Results is not a section heading
Results slides have few data and
explanation of the data in a few
sentences (explanation goes with
relevant data)
Results section does not includes
figure(s) that clearly illustrate
relevant trends/results
Conclusions is not a section
heading
Conclusions do not address goals
and hypothesis/es
Conclusions not in a larger context
Significance and Future Direction
of the Research is not a heading
This is a repeat conclusion of the
study

The visual aids are of poor quality
and fail to effectively convey
contents
The speaker has very limited
understanding
The speaker does not use the slides
to explain the material
The speaker is neither confident
nor professional
The speaker treats the subject with
no seriousness and shows frivolity

The speaker wears inappropriate
attire
Questions not answered
















Meets Expectations
(90 to 100%)
Title is inaccurate and
small errors in reference

Introduction somewhat
defines the disease and
somewhat gives incidence
and global statistics
History is too brief
The goals are not fully
presented in light of the
introduction
The hypothesis/es is/are
not clearly presented
The M/M are somewhat
clearly and concisely
presented and somewhat
focus on crucial elements
The M/M contains some
unnecessary details
Results slides have most
data and explanation of the
data in a few sentences
(explanation goes with
relevant data)
Includes some figure(s)
that clearly illustrate
relevant trends/results
Conclusions somewhat
address goals and
hypothesis/es
Conclusions somewhat in a
larger context
This section somewhat
takes the reader beyond
mere conclusion of the
study

The visual aids are of
mediocre quality and
somewhat convey contents
Some understanding of the
material
The speaker somewhat
uses slides for explanation
The speaker is somewhat
confident and professional
The speaker treats the
subject with little
seriousness
The speaker wears almost
professional attire
Some correctly answered

The visual aids are of good quality and
effective at conveying contents


The speaker has an elaborate
understanding of the material
The speaker uses slides to explain the
material
The speaker is confident (faces
audience, does not read notes, is
audible) and professional
The speaker treats the subject with
some seriousness
The speaker wears professional attire

All questions correctly answered



















Title is accurate and includes full
reference of the paper
Names of the presenters
Background Information is a section
heading
Introduction defines the main topic and
addresses it in a chronological context
Purpose and Goals of the Study is a
section heading
All goals are presented in light of the
introduction
The hypothesis/es is/are presented
Materials and Methods is a section
heading
The M/M are clearly and concisely
presented and focus on crucial elements
The M/M avoids unnecessary details
Results is a section heading
Results slides have data and
explanation of the data in a few
sentences (explanation goes with
relevant data)
Results section includes figure(s) that
clearly illustrate relevant trends/results
Conclusions is a section heading
Conclusions address goals and
hypothesis/es
Conclusions place the body of the talk
in a larger context
Significance and Future Direction of
the Research is a section heading
This section takes the reader beyond
mere conclusion of the study
Subtotal Points/200: __________
Additional Penalties
No front slide: -10%
----------Formatting error of headings (e.g. Materials and Methods content in Future Research): -10% each
----------Talk is either too long or too short (I will set a timer): -30%
----------Total Points/200: _____________
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Guide to Weekly Paper Summaries: Your weekly paper summary will follow a very stereotyped format
which should make the completion of the summary easier and help you understand the paper. The summary
must be typed. Do not merely copy the abstract. Start each section (under your name) with the appropriate
heading.
FORMAT OF PAPER SUMMARIES
Name (Put your name on it. no name = no grade) DO NOT title this section "Name."
Reference: Include the formal citation for the article including authors, date, article title, journal name,
volume, number, and pages. Use the "name year" format provided in Writing Papers in the Biological
Sciences pp. 117-123 or APA format. Title this section “Reference.”
Purpose/Hypothesis: In one sentence identify what the researcher(s) tried to test or what question they
were addressing. Title this section “Purpose/Hypothesis.”
Materials & Methods: In a sentence or a short bulleted list identify what the authors did to address their
hypothesis or question. Be sure to mention what specifically the authors measured. Title this section
“Materials & Methods.”
Results/Figures & Tables: In a sentence or a short bulleted list identify what each figure and table
demonstrates about the results. (Basically what is the figure demonstrating?) Title each figure or table
separately “Figure 1,” “Figure 2,” “Table 1,” etc.
Discussion/Conclusion: In a sentence or two identify what the researchers’ conclude based on their
data. Very briefly summarize (e.g., Blocking the action of the protein stopped cell division but did not
kill cells as seen in treatment with X.). Title this section “Conclusion.”
Significance: In a sentence or two identify what the significance of the research is in its field. Remember
that research doesn’t have to end world hunger to be significant within its field or more generally. Title
this section “Significance.”
FORMAT OF PAPER SUMMARIES and POINTS ALLOCATIONS
(50% penalty points for each direct quote)
Name (Put your name on the assignment) DO NOT title this section "Name." (NO NAME = NO GRADE)
Reference: Include the formal citation for the article including authors, date, article title, journal name, volume,
number, and pages. Use the "name year" format provided in Writing Papers in the Biological Sciences or APA
format. Title this section “Reference.” (NO REFERENCE = NO GRADE)
Purpose/Hypothesis: In one sentence identify what the researcher(s) tried to test or what question they were
addressing. Title this section “Purpose/Hypothesis.” (4 POINTS)
Materials & Methods: In a sentence or a short bulleted list identify what the authors did to address their hypothesis
or question. Be sure to mention what specifically the authors measured. Title this section “Materials & Methods.”
(2 POINTS)
Results/Figures & Tables: In a sentence or a short bulleted list identify what each figure and table demonstrates
about the results. (Basically what is the figure demonstrating?) Title each figure or table separately such as “Figure
1,” “Figure 2,” “Table 1,” and etc. (8 POINTS)
Discussion/Conclusion: In a sentence or two identify what the researchers’ conclude based on their data. Very
briefly summarize (e.g., Blocking the action of the protein stopped cell division but did not kill cells as seen in
treatment with X.). Title this section “Conclusion.” (3 POINTS)
Significance: In a sentence or two identify what the significance of the research is in its field. Remember that
research doesn’t have to end world hunger to be significant within its field or more generally. Title this section
“Significance.” (3 POINTS)
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BL495 Schedule Spring 2015
Date
Topic
Week 1
Jan. 13 or 16
Week 2
Jan. 20 or 23
Week 3
Jan. 27 or 30
Week 4
Feb. 3 or 6
Week 5
Feb. 10 or 13
Week 6
Feb. 17 or 20
Week 7
Feb. 24 or 27
Week 8
Mar. 3 or 6
Week 9
Mar. 10 or 13
Week 10
Mar. 17 or 20
Week 11
Mar. 24 or 27
Introduction of the course, expectations and scheduling
Portfolio workshop 1
CV/resume and cover letter workshop 1
Ecology and Evolutionary Biology Presentation 1
--------------------------------------------------------------------------Ecology and Evolutionary Biology Presentation 2
--------------------------------------------------------------------------Ecology and Evolutionary Biology Presentation 3
--------------------------------------------------------------------------Ecology and Evolutionary Biology Presentation 4
--------------------------------------------------------------------------Ecology and Evolutionary Biology Presentation 5
--------------------------------------------------------------------------Ecology and Evolutionary Biology Presentation 6
-------------------------------------------------------------------------Portfolio workshop 2
CV/resume and cover letter workshop 2
Molecular, Cellular, and Develop. Bio Presentation 1
--------------------------------------------------------------------------Molecular, Cellular, and Develop. Bio Presentation 2
--------------------------------------------------------------------------Molecular, Cellular, and Develop. Bio Presentation 3
--------------------------------------------------------------------------Molecular, Cellular, and Develop. Bio Presentation 4
--------------------------------------------------------------------------No Class: Easter Break
Week 13
Apr. 7 or 10
Molecular, Cellular, and Develop. Bio Presentation 5
--------------------------------------------------------------------------Molecular, Cellular, and Develop. Bio Presentation 6
---------------------------------------------------------------------------
Finals Week
Bring a CV, letter and statement (3
copies each for instructor and peerreviews)
Paper summaries
Paper summaries
Paper summaries
Draft for 5 learning outcomes
(artifacts)
No Class: Spring Break
Week 12
Mar. 31 or
Apr. 3
Week 14
Apr. 14 or 17
Week 15
Apr. 21 or 24
Assignment Due
Bring a CV, letter and statement (3
copies each for instructor and peerreviews)
Paper summaries
Paper summaries
Paper summaries
Wrap-up and Sharing of Experiential Learning Experience
Final CV, cover letter, statement,
and portfolio artifacts
There is no final exam for this course but students can schedule meeting times for any final consultation
during this week
Final Portfolio Presentations
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Student Attendance
Name
W1
W2
W3
W4
W5
W6
W7
W9
W 10
W 11
W 13
W 14
W 15
Student Participation
Name
Questions for EEB
Questions for MCDB
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Department of Biology
ACADEMIC PORTFOLIO GUIDE
What is an academic portfolio?
An academic portfolio is simply a collection of the best work you’ve done during your university
career and some short reflections on that work. The examples of your work that you include in your
portfolio are called artifacts, and these artifacts should demonstrate your ability to meet specific
learning outcomes. All new biology majors must construct an academic portfolio as a requirement
for graduation.
Why are my professors making me assemble a portfolio?
The main reason you are required to complete a portfolio is because it enables the faculty to evaluate
what biology majors are learning. Earning a degree in biology should mean that you have a
foundation of knowledge, skills, and abilities that are important in the field of biology. The
department must ensure that all our graduates are successfully building this foundation before they
are granted degrees.
Another reason it’s important to construct a portfolio is because it enables you to take some time to
reflect upon all you’ve learned. Over several years of university education you will take classes, read,
study, take tests, write papers, make presentations, conduct lab experiments, do internships, and
carry out independent research projects. It often becomes difficult to see how all these things fit
together to amount to a degree in biology. It is the faculty’s hope that as you complete your
portfolio you will realize that you really do know a lot about biology and you are now equipped to
think like a biologist. As you come to this realization you will be more confident in your abilities,
and you will be able to articulate your skills and knowledge to graduate and professional schools and
to potential employers. Your portfolio will be a showcase of your best work that can be used to
demonstrate your abilities.
Finally, academic portfolios are useful to ensure that the biology department is doing all it can to
help students meet important learning outcomes. Through the process of evaluating student
portfolios the biology faculty can make sure that course offerings and course content gives students
adequate opportunities to demonstrate accomplishment of important learning goals. Your
completion of a portfolio will help in the continuing process of improving biology education at
Regis.
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How do I complete a portfolio?
The faculty has agreed upon a five specific learning outcomes that every biology major at Regis
should meet. You will demonstrate that you have successfully met these learning outcomes by
providing examples of your work (artifacts) that address each outcome. You will also write a short
reflection on each artifact explaining why it meets a learning outcome.
Where do I get the artifacts for the portfolio?
The artifacts can be any work you’ve done during your college career. Examples of artifacts include,
but are not limited to:
 Research papers or proposals written for classes
 Lab reports
 In-class presentations
 Independent research projects
 Talks, papers, or posters presented at a conference
 Work done in association with an internship
 Work completed while volunteering
In general, most of your artifacts will come from biology classes, but any work you’ve done that
addresses biology learning outcomes is probably acceptable.
How do I choose artifacts?
First, familiarize yourself with the learning outcomes (outlined later in this document), and study the
rubrics that explain how artifacts are evaluated. Then, choose your work that you feel best
demonstrates achievement of each learning outcome.
What should I include in my reflective statements?
In general, your reflective statements should explain how each artifact shows that you met a learning
outcome. Each reflective statement should, at a minimum, address the following questions:
1. Why did you select this artifact?
2. How does this artifact demonstrate successful completion of the learning outcome?
3. What did you learn while creating this artifact?
4. What are the strengths and weaknesses of this artifact?
5. What do you like and/or dislike about this artifact?
6. If you were to re-create this artifact from the beginning, what would you change?
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What is the format of my portfolio?
The only format requirement is that the portfolio must be electronic (i.e., no paper copies). The rest
is completely up to you. The artifacts and reflective statements can be a Word document, a
webpage, blog, hot linked PowerPoint presentation, or anything else you decide is appropriate.
If you intend to create a webpage that is publicly available (i.e., not password protected), make sure
you consult with a faculty member before you put any content online. You must ensure that any
work you put online is in compliance with Institutional Review Board (IRB) guidelines. A faculty
member will be able to help you with this.
Who will see my portfolio?
The only people who must be able to see your portfolio are the members of the biology department
faculty. This is necessary to evaluate your portfolio and assign a grade. You may wish to make your
portfolio available online. This is not required, but make sure you consult with a faculty member
before you put any content online. You must ensure that any work you put online is in compliance
with IRB guidelines. A faculty member will be able to help you with this.
When is my portfolio due?
You will construct your first portfolio as a requirement for the BL 495 seminar in your junior year.
You will get feedback and an evaluation on your portfolio from your BL 495 instructor.
In the BL 496 seminar, taken in your senior year, you will revise your portfolio and turn in a final
version.
How do I get started?
You will be provided with more detailed instructions and support in BL 495 and BL 496. However,
the most important thing to do right now is to save all your assignments. Save electronic copies of
all the work you do for classes, labs, internships, and independent research. Organize these files on
a computer and back them up somewhere else (Dropbox, an external hard drive, etc.) The more
work you have saved, the easier it will be to choose your best artifacts.
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Student Learning Outcomes
The items listed below are the student learning outcomes for a degree in biology at Regis. The biology faculty have
agreed that these learning outcomes represent the most fundamental skill set and knowledge base that every
biologist should have. As you prepare to graduate with a degree in biology you should be able to reflect upon your
proficiency or mastery of these skills. Your portfolio will allow you to showcase your proficiency in these areas
through a collection of artifacts that demonstrate successful meeting of these learning objectives.
1. Study design/execution. Students should
investigation.
2. Data analysis. Students
be able to propose, design, and execute a rigorous biological study or
should be able to analyze primary data to correctly test hypotheses in biology.
3. Scientific Literature. Students should
be able to locate, assemble, correctly cite, and critically evaluate relevant
primary academic literature in biology.
4. Presentation of scientific results. Students should
investigation clearly, concisely, and accurately.
5. Social and ethical relevance. Students
be able to present results and analysis of a biological
should be able to evaluate and discuss social and ethical positions with
respect to a biological issue or issues.
6. Biological knowledge and concepts*. Students
organizing concepts across the range of biology.
should be able to define, elucidate, and interpret the major
* This outcome will be assessed using pre-post tests instead of portfolio contributions.
Portfolio Evaluation
Your portfolio will be graded based on a self-evaluation and evaluations by your BL 495 and BL 496 instructors.
The following rubrics will be used to evaluate artifacts in the portfolio. You will create a complete portfolio in BL
495, and then revise it and turn in a final version in BL 496. Your final portfolio must meet learning outcomes in all
categories to earn a passing grade in BL 496.
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RUBRICS FOR EVALUATING STUDENT LEARNING OUTCOMES
Student learning outcome #1: Study design/execution
Students should be able to propose, design, and execute a rigorous biological study or investigation.
Exceeds outcome goals
Meets outcome goals
Does not meet outcome goals
Justifies a compelling research question that
addresses gaps in the primary biological
literature.
Develops a research question based on a
thorough examination of primary biological
literature.
Poses a predictive, specific, and testable
hypothesis. Proposed hypothesis makes
prediction(s) based on previous (published)
research.
Devises a study or experiment that clearly
and directly tests a hypothesis and uses
available time and material resources
effectively and efficiently.
Conducts an experiment or study using
appropriate methodology and demonstrates
mastery of laboratory and/or analytical
techniques.
Poses a predictive, specific, and testable
hypothesis.
Research question poorly developed and/or
shows a lack of familiarity with the primary
literature (e.g., the question has already been
thoroughly addressed or answered.)
Hypothesis is not predictive, specific,
and/or testable.
Devises a study or experiment that clearly
and directly tests a hypothesis and uses
available time and material resources
effectively.
Conducts an experiment or study using
appropriate methodology and correct
techniques.
Study does not directly or completely test
hypothesis.
Study uses incorrect or inappropriate
methodology and/or analytical techniques
are poorly carried out.
Student learning outcome #2: Data analysis
Students should be able to analyze primary data to correctly test hypotheses in biology.
Exceeds outcome goals
Summarizes and organizes results using
concise, well-designed, and attractive figures
and tables.
Meets outcome goals
Does not meet outcome goals
Summarizes and organizes results using
appropriate figures and tables.
Improper figures or tables used and/or
needed figures/tables not included..
Correctly labels and describes all
figures/tables.
Figures/tables not labeled or incorrectly
labeled.
Data are summarized/analyzed using
appropriate compilation, statistical
summaries, and/or statistical tests.
Inappropriate use of compilation, statistical
summaries, and/or statistical tests to
summarize data.
Interprets results clearly and concisely by
drawing logically consistent conclusions
from primary data.
Interprets results clearly by drawing logically
consistent conclusions from primary data.
Interpretations of results are unclear,
incorrect and/or not logically consistent.
Correctly accepts or rejects a proposed
hypothesis based on interpretation of study
results.
Correctly accepts or rejects a proposed
hypothesis based on interpretation of study
results.
Incorrect acceptance or rejection of
hypothesis based on study results.
Correctly assesses how study results fit into
the larger context of contemporary
biological theory and offers a novel
perspective of biological theory based on
interpretation of results.
Correctly assesses how study results fit into
the larger context of a contemporary
biological theory or perspective.
No consideration or incorrect assessment of
how study fits into the context of a
biological theory or perspective.
Correctly and concisely labels and describes
all figures/tables.
Data are summarized/analyzed using
appropriate compilation, statistical
summaries, and/or statistical tests.
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Student learning outcome #3: Scientific Literature
Students should be able to locate, assemble, correctly cite, and critically evaluate relevant primary academic literature in biology.
Exceeds outcome goals
Meets outcome goals
Chooses relevant literature from a wide
variety of peer-reviewed, academic sources.
Chooses relevant literature from peerreviewed, academic sources.
Correctly distinguishes impactful literature
that forms the core of biological knowledge
in the area of study from peripheral
literature.
Correctly distinguishes impactful literature
that forms the core of biological knowledge
in the area of study from peripheral
literature.
Identifies the seminal research literature
within a subfield of biology.
Integrates the most relevant literature
available around a central research topic in a
comprehensive review of the literature.
Cites literature in text when needed using an
appropriate scientific format (e.g., APA or
CSE) in text and in the Literature
Cited/Works Cited/References.
Correctly articulates the assumptions and
limitations of a published primary research
study, even when not identified in the study.
Correctly assesses whether appropriate
methods are used to test a hypothesis in a
published primary research study.
When incorrect or less-optimal methods are
used, can identify the most appropriate
alternative methods.
Assesses whether logically consistent
conclusions are drawn from results within a
published primary research study.
Can identify additional reasonable
conclusions or articulate the appropriate
conclusions when the published conclusion
is determined to be inconsistent with the
results.
Correctly assesses how a published primary
research study results fits into the larger
context of contemporary biological theory
even when not identified in the study.
Does not meet outcome goals
Irrelevant literature, insufficient literature, or
literature from inappropriate sources is
consulted.
No distinction or incorrect identification of
core versus peripheral literature in the area
of study.
Integrates relevant literature around a
central research topic.
All selected literature does not relate to a
central issue/topic.
Cites literature in text when needed using an
appropriate scientific format (e.g., APA or
CSE) in text and in the Literature
Cited/Works Cited/References.
Correctly articulates the assumptions and
limitations of a published primary research
study.
Correctly assesses whether appropriate
methods are used to test a hypothesis in a
published primary research study.
Inconsistent or incorrect citation use and
format.
Assesses whether logically consistent
conclusions are drawn from results within a
published primary research study.
Incorrect assessment of the internal
consistency of a published research study.
Correctly assesses how a published primary
research study results fits into the larger
context of contemporary biological theory.
No, insufficient, or incorrect consideration
of the larger context of a primary research
study.
No discussion or incorrect assessment of
the inherent assumptions/limitations of a
study.
No discussion or incorrect assessment of
the appropriateness of methods of a study.
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Student learning outcome #4: Presentation of scientific results
Students should be able to present results and analysis of a biological investigation clearly, concisely, and accurately.
Exceeds outcome goals
Meets outcome goals
Does not meet outcome goals
Presents* in a professional manner using
appropriate language, style, tone, and
demeanor.
Presents in a professional manner using
appropriate language, style, tone, and
demeanor.
Elements of the presentation are not
consistent with the customary standards of
professionalism in biological presentations.
Elements of presentation are evocative of
the current mode of presentation within the
discipline.
Presents in an engaging manner appropriate
to the audience.
Presents clearly and concisely in standard
scientific format.
Presents in a manner appropriate to the
audience.
Presents clearly in standard scientific
format.
Writing/speaking is clear, concise, accurate,
and interesting.
Writes/speaks well, engaging audience
clearly, concisely, and accurately.
Presentation is inappropriate to the
intended audience (e.g., too informal).
Presentation is unclear, does not use
standard scientific format, or is in a format
unsuitable for the dissemination of scientific
information.
Poor writing or speaking interferes with the
presentation’s goals of communicating
information clearly and accurately.
Presentation conveys the importance of the
topic and clearly articulates the scientific
contribution that this study has made.
*Note that “presentation” can be either in oral or in written form.
Student learning outcome #5: Social and ethical relevance
Students should be able to evaluate and discuss social and ethical positions with respect to a biological issue or issues.
Exceeds outcome goals
Integrates biological, social, and ethical
content in consideration of a salient
bioethical issue. Integration or perspectives
clearly pervades the work and is inherent in
the position taken.
Supports a clearly articulated, logicallyconsistent position regarding a bioethical
issue using a wide array of evidence within
and outside of biology.
Clearly articulates the ethical assumptions
underlying the personal bioethical position
and seamlessly links to the larger positional
argument.
Clearly explains and acknowledges differing
positions, including the ethical assumptions
underlying those positions, regarding a
bioethical issue.
Explains all positions in a respectful manner
demonstrating knowledge of why someone
may take each position.
Meets outcome goals
Integrates biological, social, and ethical
content in consideration of a bioethical
issue.
Supports a clearly articulated, logicallyconsistent position regarding a bioethical
issue.
Does not meet outcome goals
No integration of content.
Biological, social, and/or ethical content not
included.
Does not clearly address a well-defined
bioethical issue.
Position is not supported, one or more
arguments do not support position, or
arguments are not logically consistent.
Clearly articulates the ethical assumptions
underlying the personal bioethical position.
Unclearly articulates or does not include the
ethical assumptions underlying the personal
bioethical position.
Clearly explains and acknowledges differing
positions regarding a bioethical issue.
Some positions explained unclearly,
insufficiently explained, not explained, or
not acknowledged.
Explains all positions in a respectful
manner.
Some or all alternate positions are explained
in a disrespectful manner.
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SELF-EVALUATION FORM
Use this form to evaluate your portfolio. Carefully consider your artifacts and reflective statements, then refer to
the assessment rubrics for each learning outcome and place a check in the box that you believe best corresponds
with each learning outcome. Include this form at the end of your portfolio.
Learning Outcome
Exceeds outcome
goals
Meets outcome
goals
Does not meet
outcome goals
Study design/execution
Students should be able to propose, design, and
execute a rigorous biological study or investigation.
Data analysis
Students should be able to analyze primary data to
correctly test hypotheses in biology.
Scientific Literature
Students should be able to locate, assemble, correctly
cite, and critically evaluate relevant primary academic
literature in biology.
Presentation of scientific results
Students should be able to present results and analysis
of a biological investigation clearly, concisely, and
accurately.
Social and ethical relevance
Students should be able to evaluate and discuss social
and ethical positions with respect to a biological issue
or issues.
You should also include a short (1-2 paragraph) overall summary of your portfolio and justify your choices for the
self-evaluation. Attach your summary after this chart.
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