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Annual Biology MTM Subcommittee Meeting - Shared screen with speaker view
Brooklyn Cruz-Decker
02:21
Agenda for today: https://www.oregon.gov/highered/about/Documents/Commission/Biology-Subcommittee/Dec-2021/Biology-Agenda-December-8-2021.pdf
Linda Fergusson-Kolmes
10:28
Hi Brooklyn, thanks for what you are going to do
Brock McLeod He, Him
11:28
I think Lori is on the way
Wally Shriner (MHCC)
11:44
Are we sure about the 20 members?
Sarah Fuller
15:00
makes sense
Erin Baumgartner (she, her)
16:05
That was supposed to be a thumbs up. I mean I love transparency but this made sense.
Lori Kayes (she, her, hers)
21:25
I just popped in making OSU 2
Tory Blackwell (he/him) - CCC
21:47
It might also be good to ask the legislative group what they are using to define quorum. Some groups use half+1, others require a percentage. It's usually in the committee/group bylaws.
Wally Shriner (MHCC)
27:03
My count from the email then is 20 institutions represented (some by multiple people). That would make quorum 11.
Jen Schramm-Chemeketa
27:25
That was my count, too, Wally
Tory Blackwell (he/him) - CCC
29:13
At my campus they recognize it, there is just a LOT of service work on campus ;-)
Meg Ridenour - OAICU
32:15
I'm here from the Oregon Alliance of Independent Colleges and Universities as a guest.
Erin Baumgartner (she, her)
32:56
We need to be efficient I have to leave at 2.
Linda (she/they) Fergusson-Kolmes
38:50
This table is the required courses that must be taken for a letter grade
Brock McLeod He, Him
39:08
I think Linda is correct
lloyd.parratt
42:48
Sorry, but I must leave at 1:45 sharp.
Tory Blackwell (he/him) - CCC
44:29
I also use this as another divider or identifier between what the courses are that are vital to the major and which are general education courses.
Kia Sorensen
47:02
https://docs.google.com/document/d/1ivbM7_TIGeIxp6RejoYMrq0Q0y6V335ykfrAT6rrYH0/edit?usp=sharing
Linda (she/they) Fergusson-Kolmes
48:16
Yes Tory makes a good point
Tory Blackwell (he/him) - CCC
50:36
I can post the ones we use at Clackamas in the chat as soon as my page loads.
Tory Blackwell (he/him) - CCC
51:05
1: communicate complex ideas by demonstrating an ability to gather and analyze data, construct evidence-based arguments and critically evaluate information2: be able to apply critical thinking to address biological phenomena using scientific processes3: demonstrate an understanding of the complexity and diversity of life4: analyze and construct relationships between human activities and the environment5: recognize the contributions of scientific knowledge in contributing to technological advances and advancing the human condition
Linda (she/they) Fergusson-Kolmes
51:11
Vision and Change National Competencies (Brewer & Smith, 2011)Ability to apply the process of science.Ability to use quantitative reasoning.Ability to use modeling and simulation.Ability to tap into the interdisciplinary nature of science.Ability to communicate and collaborate with other disciplines.Ability to understand the relationship between science and society.
Jen Schramm-Chemeketa
51:26
http://handbook.ccwdwebforms.net/handbook/appendices/appendix-k
Lloyd Parratt OIT
53:42
See you all next meeting!
Linda (she/they) Fergusson-Kolmes
54:47
Apply biological theories and concepts to novel problems in biologyApply the process to questions in biologyBe able to use quantitative reasoning, modeling and simulation to novel problems in biologyAssess the strengths and weaknesses of scientific studies in biology and critically examine the influence of scientific and technical knowledge in biology on human society and the environment.Develop and effectively communicate an evidence-based position on issues in biology while considering the ethical implications for a diverse community.
Leah Tuor
59:58
I always like “describe”
Wally Shriner (MHCC)
01:02:32
Apply the process of science to biological phenomenon.Use quantitative reasoning to present evidence-based arguments.Use modeling and simulation to explain biological phenomenon.Communicate the interdisciplinary nature of science.Explain the contributions of scientific knowledge in contributing to the human condition
Wally Shriner (MHCC)
01:03:12
My edits / suggestions on Vision and Change objectives
Linda (she/they) Fergusson-Kolmes
01:03:24
I like those edits
Sarah Fuller
01:03:52
I like the ones Wally proposed
Jen Schramm-Chemeketa
01:05:51
Use the scientific process to a explain biological phenomena, synthesize basic biological concepts into an explanation of the complexity and diversity of life, Identify the contributions scientific knowledge ….
Linda (she/they) Fergusson-Kolmes
01:08:41
Ah rubrics...yes
Tory Blackwell (he/him) - CCC
01:10:17
That thought crossed my mind, Wally.
Jen Schramm-Chemeketa
01:13:16
Communicate the impacts of scientif on
Jen Schramm-Chemeketa
01:13:33
Scientific knowledge on human society
Linda (she/they) Fergusson-Kolmes
01:13:53
I like Jen's suggestion
Tory Blackwell (he/him) - CCC
01:14:19
I would be fine with Jen's suggestion also.
Sarah Fuller
01:14:21
I like that suggestion
Shauna McNulty- UCC
01:14:22
I like that too
Christine Andrews - Lane Community College
01:18:25
Biologists need to evaluate the impact ofscientific discoveries on society, as well as the ethical implications of biological research.
Linda (she/they) Fergusson-Kolmes
01:22:44
agreed
Linda (she/they) Fergusson-Kolmes
01:26:45
https://www.lifescied.org/doi/10.1187/cbe.13-09-0183
Linda (she/they) Fergusson-Kolmes
01:26:50
Link to existing rubrics
Christine Andrews - Lane Community College
01:34:48
Would this only be for PSU?
Lori Kayes (she, her, hers) - OSU
01:51:21
To be clear they would still need to complete Calculus and Stats.
Christine Andrews - Lane Community College
01:53:30
Would they both be able to have the same outcomes? Or since they are different degrees would they need different outcomes?
Wally Shriner (MHCC)
01:53:56
Doesn’t seem to me to have different outcomes
Tory Blackwell (he/him) - CCC
01:54:01
Our outcomes are general enough that they could likely be the same.
Tory Blackwell (he/him) - CCC
01:58:40
I think what Brock is speaking to is that solutions that stem from equity concerns will look different based on the groups that are experiencing the equity issue and what the institution has the capacity and expertise to provide.
Linda (she/they) Fergusson-Kolmes
02:01:01
Thanks so much for the time Kia
Shauna McNulty- UCC
02:01:07
Thank you, Kia!
Lori Kayes (she, her, hers) - OSU
02:01:09
THANKS KIA!!!
Wally Shriner (MHCC)
02:01:10
We’ll miss your facilitation and herding of cats!
Brock McLeod He, Him
02:02:30
So going to miss your support, Kia!
Linda (she/they) Fergusson-Kolmes
02:03:27
an integral by any other name...
Christine Andrews - Lane Community College
02:03:27
Thank you for all your work Kia!!!!!