Which is fine by me! But we\'re also graded on. So in lab we are graded on these pictures. Yay pictures of gross fungus and disected animals. Yay pictures of stuff under a microscope. Guess how early in the quarter I figured out not to show up?Īnd three hours a week is the real \"Learn by Doing.\" These include drawing pictures. I\'m learning stuff that I already learned from said 22 year old grad student two hours a week. Suffice it to say the lab instructors do 90% of the teaching of the class. Did I mention he/she is just reading from a power point slide using words like Locotrophazoa like it\'s common knowledge. So I\'m learning brand new material from a 22 year old grad student who is teaching things that are completely foreign to our ears. If we were to do the lab we would have no idea what to do because it\'s something we have not even covered in lecture. Mostly because the lab is about 2 weeks ahead of the class.
#Dr adams zoo biology how to
It\'s not even lecture on how to do the lab.
So I assumed going into this course that somehow I was going to learn about the diversity and history of life by \"doing\" it in the laboratory. The concept of a laboratory (I assume) is to fulfill Cal Poly\'s learn by doing attitude. I want to know at what point it was thought that putting two (2) laboratories a week was a good idea. This is what the class is according to the course catalog. Overview of the history, diversity and genetic relatedness of life on Earth broad-scale evolutionary framework of the organization and expansion of life on Earth. Creating this kind of open, honest, and respectful climate is our mutual responsibility.BIO 160 Diversity and the History of Life (4) A climate of mutual respect allows us to ask difficult questions and to participate in honest discussions, even in the context of strong disagreement. The Biology Department is committed to creating an academic climate that is safe and respectful of all students, staff, and faculty regardless of race, ethnicity, sexual orientation, gender identity, age, size, socioeconomic background, religion, spirituality, physical ability, mental ability, or any other aspect of one’s identity. We hope you′ll be one of our next practicing biologists. Elaine Frawley, our department liaison to the Office of Admission, with any questions that remain.
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It happens as a result of the dedicated work of our diverse faculty, who use effective classroom teaching methods, maintain active research programs, and foster a wide range of partnerships in Memphis and beyond. The answer is easier than you think – you want to be at Rhodes!įrom the very start, Rhodes Biology students are practicing Biologists.Ībove are just some of the ways that we regularly engage Biology majors. Monitoring animals and plants in local forests or analyzing elephant behavior at the Memphis Zoo? Tutoring children at one of our neighborhood Learning Corridor schools or shadowing an anesthesiologist during open-heart surgery? Jude Children′s Research Hospital?Ĭounseling underprivileged patients at the Church Health Center or exploring the game parks of Namibia?ĭiscovering new genes as a part of the Lynx Genome Project or engaging in stimulating classroom discussions with award-winning professors? Canoeing the Ghost swamp of the Wolf River or conducting ground-breaking research at world-renowned St.