BIOL 200 - Biological Reasoning

Units: 3 ; Breadth Area: GE-1B; Second Composition
This course uses case studies to teach critical thinking and scientific reasoning in biology. Students will write various essays, reports and summaries, to learn science and scientific communication for various audiences while exploring complex issues in biology.

Breadth Area(s) Satisfied: GE-1B - Lower Division Critical Thinking; Second Composition
Prerequisites: Completion of GE Area 1A with grade C- (CR) or better (GE Area A2 for students on the 2024-25 or earlier catalogs).
Possible Instructional Methods: Hybrid or Online-Asynchronous.
Grading: A-F grading only.
Course Typically Offered: Variable Intermittently

Student Learning Outcomes - Upon successful completion of this course students will be able to:

Use critical thinking to understand claims, evidence and scientific reasoning in the Biological Sciences literature;
Perform comprehensive scientific literature searches and evaluations of sources for credibility and relevance in the context of the Biological Sciences;
Appropriately use discipline-specific knowledge, style and mechanics to inform science and scientific communication to a variety of audiences in the context of the Biological Sciences;
Apply scientific reasoning to solve complex biological problems using a variety of scientific approaches accepted in the Biological Sciences.

GE-1B. Critical Thinking Learning Outcomes

Identify, analyze, and evaluate arguments.
Logically construct arguments to support and refute claims using evidence.
Reason inductively and deductively.
Distinguish matters of fact from judgments, opinions, and/or fallacies.

Second English Composition Learning Outcomes

Write for at least two different audiences (e.g. academic, general, and/or professional).
Engage in writing for specific purposes (e.g. critical thinking, analytical writing, informal writing, and/or research).
Apply critical thinking and logical reasoning in the development and organization of ideas in written texts.
Consider multiple perspectives using primary and/or secondary sources, and when appropriate, incorporate key disciplinary concepts when presenting ideas in writing.
Revise writing with critical feedback provided by the instructor at important junctures throughout the semester in order to improve development, clarity, coherence, and correctness.