An article from module 3 of the Western Governors University and CUNY collaborative online faculty development webinar

Biology 2e is designed to cover the scope and sequence requirements of a typical two-semester biology course for science majors. The text provides comprehensive coverage of foundational research and core biology concepts through an evolutionary lens. Biology includes rich features that engage students in scientific inquiry, highlight careers in the biological sciences, and offer everyday applications. The book also includes various types of practice and homework questions that help students understand—and apply—key concepts. The 2nd edition has been revised to incorporate clearer, more current, and more dynamic explanations, while maintaining the same organization as the first edition. Art and illustrations have been substantially improved, and the textbook features additional assessments and related resources.

By the end of this section, you will be able to do the following:

Identify the shared characteristics of the natural sciences
Summarize the steps of the scientific method
Compare inductive reasoning with deductive reasoning
Describe the goals of basic science and applied science

This is the second semester of the intermediate level sequence intended for students whose conversational ability exceeds their reading and writing skills. Focus is on reading and writing, as well as broadening conversational skills and control of standard pronunciation, for students with background in conversational Chinese. Lab work is required. On completing this course, students should be able to speak the language with standard pronunciation, to converse with some fluency on everyday topics, as well as on some specialized topics, to read edited, as well as authentic texts, in simplified or traditional characters with suitable fluency, and to be able to write composition on certain topics. The class consists of a combination of practice, reading, discussion, dictation, composition and feedback, net exploration via the web, and presentation. This course is conducted in Mandarin.

This course is the continuation of 21F105. It is designed to further help students develop sophisticated conversational, reading and writing skills by combining traditional textbook material with their own explorations of Chinese speaking societies, using the human, literary, and electronic resources available at MIT and in the Boston area. Some special features of Chinese society, its culture, its customs and habits, its history, and the psychology of its people are introduced. The class consists of reading, discussion, composition, network exploration, and conversational practice. The course is conducted in Mandarin.

This course is a sequel to 21F.113 Chinese V (Streamlined). It is designed to further help students develop sophisticated conversational, reading and writing skills by combining authentic reading and audio-visual material with their own explorations of Chinese speaking societies, using the human, literary, and electronic resources available at MIT, in the Boston area and on the web. Some special features of Chinese societies, cultures and customs will be introduced. The class consists of readings, discussion, student presentations and network exploration. The course is conducted in Mandarin.

Students develop more sophisticated conversational and reading skills by combining traditional textbook material with their own explorations of Chinese speaking societies, using the human, literary, and electronic resources available at MIT and in the Boston area. This course is the continuation of 21F104/108. It is designed to further help students develop sophisticated conversational, reading and writing skills by combining traditional textbook material with their own explorations of Chinese speaking societies, using the human, literary, and electronic resources available at in the Boston area. Some of special features of Chinese society, its culture, its customs and habits, its history, and the psychology of its people are be introduced. The class consists of reading, discussion, composition, network exploration, and conversational practice. The course is conducted in Mandarin.

This textbook is designed for beginning-intermediate English language learners. It is composed of 7 chapters, each of which covers specific speaking and listening learning objectives and includes dialogues, interviews, discussions and conversation activities. Each chapter includes listening and speaking components such as dialogues, interviews, discussions and conversation activities. Each chapter also focuses on 10 target words from the New General Service List of English vocabulary. The textbook includes an audio component that consists of recorded conversations of native and non-native English speakers, as well as links to additional listening resources on the web.

Reading from module 3 of the Western Governors University and CUNY collaborative online faculty development webinar.

An article from module 3 of the Western Governors University and CUNY collaborative online faculty development webinar.

This course is the scientific communications portion of course 7.02, Experimental Biology and Communication. Students develop their skills as writers of scientific research, skills that also contribute to the learning of the 7.02 course materials. Through in class and out of class writing exercises, students explore the genre of the research article and its components while developing an understanding of the materials covered in the 7.02 laboratory.

In 1667, John Milton published what he intended both as the crowning achievement of a poetic career and a justification of God's ways to man: an epic poem which retold and reimagined the Biblical story of creation, temptation, and original sin. Even in a hostile political climate, Paradise Lost was almost immediately recognized as a classic, and one fate of a classic is to be rewritten, both by admirers and by antagonists. In this seminar, we will read Paradise Lost alongside works of 20th century fantasy and science fiction which rethink both Milton's text and its source.

What does the Genesis story of creation and temptation tell us about gender, about heterosexuality, and about the origins of evil? What is the nature of God, and how can we account for that nature in a cosmos where evil exists? When is rebellion justified, and when is authority legitimate? These are some of the key questions that engaged the poet John Milton, and that continue to engage readers of his work.

Thinking about how to go about converting your face-to-face course into an online class for the upcoming semester? Don't know where to start? You've come to the right place! This prep guide will help you to take some "bite sized" steps toward transitioning your course online. In addition to resources, there are several opportunities to get more support: including one-on-one conversations with CTL consultants, synchronous workshops, and asynchronous opportunities to engage with your colleagues at Baruch

Zoom pedagogy comes out of a competing set of needs: we need to adhere to student privacy while at the same time juggling an uneven field in terms of familiarity with technology, with participants oftentimes dealing with varied personal circumstances and even located in different time zones. Consider your primary class structure and priorities when deciding which best pedagogical practices are most relevant for your teaching.

Students carry out independent experimental study under the direction of a member of the Biology Department faculty. Subject allows students with a strong interest in independent research to fulfill the project laboratory requirement for the Biology Department Program in the context of a research laboratory at MIT. Written and oral presentation of the research results is required. The permission of the faculty supervisor and the Biology Undergraduate Office must be obtained in advance. Instruction and practice in written and oral communication provided.

An activity meant to spur critical analysis of a shared reading. A handful of important quotes are placed on digital or physical boards. Participants should write a combination of “believe” comments, in which they support the author’s position, and “doubt” comments, in which they critique it.

Activity developed within the Writing Across the Curriculum program; description written in part by Lehman WAC coordinators Tiffany DeJaynes and Vani Kannan.