Fri Sept 12: Ecology Activity (HW 1–4 due by 11:59 pm Sunday)
Mon Sept 15: Exam 1 Q&A / Exam 1
Exams are interspersed throughout the term (e.g., Exam 1, Exam 2, Exam 3, Exam 4) on listed dates
Fall Break: Oct 13–14
Final Exam: Monday, Dec 15, 2025, 5:30–7:30 pm (cumulative)
Readings: Biology2e OpenStax; unlimited attempts before deadline
Fall 2025 LAB Schedule – Overview
Pre-LAB question sets: due Tuesdays at 8 am; post-class LAB assignments due Saturdays at 11:59 pm (Brightspace)
Post-class LAB assignments are bolded when rubric-based for points; others are for completion
Week-by-week topics include: Welcome, introduction to research methods, resources, data visualization, project sampling, fall break, data analysis, discussion, cross-scale thinking, and final reflections
LAB timing: about 40 sections; LABs held in Murray Hall rooms 103, 105, 107; attendance required in assigned LAB section
More about our BIO 100 Course Design
Course Goals, Objectives, Outcomes, and Assessments Structure (course grading)
Fundamentals covered: ecology & ecosystems; structure & function of cells; cell division & metabolism; trait inheritance; evolution
Student competencies after completion include:
1) ask questions & define problems
2) develop & use models
3) plan & do investigations
4) analyze & interpret data
5) use mathematical & computational thinking
6) develop explanations & design solutions
7) engage in argument from evidence
8) obtain, evaluate, & communicate information
9) evaluate relationships between science and society
10) contribute effectively to collaborative learning (teamwork)
Learning approach emphasizes the value of mistakes as learning opportunities; multiple attempts and revisions are built into grading
Quote emphasized: “Mistakes are normal, but how you respond to the challenges is what will make you a better intellectual”
Emphasis on iteration: students can realize mistakes via grading structure, then use resources to improve (e.g., unlimited attempts for pre-lab questions; revision opportunities in LAB)
Collaboration and learning community emphasis; supportive environment for challenging discussions
Revision and reflection are integral to success in BIO 100; mistakes guide practice and improvement
Course Objectives/Outcomes
Course aims center on competencies in biology and scientific thinking across topics listed above
Outcomes are connected to assessment activities and rubrics used to measure progress
Assessment Structure (Course Grading)
Assessments are designed to assess competencies across the fundamental biology topics
Mixing of graded-for-understanding (completion) and graded-for-learning (points) across LEC and LAB
Multiple assignment attempts and revision opportunities are built into grading to support learning from mistakes
Key idea: “Mistakes are learning opportunities” and are used to guide practice and improvement
LAB Report Submissions (Post-class LAB assignments): completion rubric 80 points for completion; rubric-graded sections 15, 25, 100 for drafts/final components
Introduction draft: rubric-graded; 15 points
Revised Introduction, Methods, Graph, Works Cited, Acknowledgements: 25 points
Final report: 100 points
Final Reflection: 100 points
LAB Report-outs: 30-point rubrics for each report-out; 120 points total for three
Overall LAB Points Subtotal: 850 points
Total possible points: 1360
Assessment Descriptions
1. Pre-LAB Question Sets
Description: unlimited tries to reach 80% correct before due date
Purpose: identify what you know/ don’t know; prepare for weekly LAB
How it’s assessed: reach 80% correct for full completion credit each week; minimum 10 completed sets to earn 100% in this category; otherwise maximum 70% (70 points)
2. LAB Post-class Assignments (Completion)
Description: semester-long field research experience; supports learning objectives; provides feedback for improvement
How it’s assessed: formative feedback; complete submissions earn full credit; rubric feedback indicates addressed objectives and areas to improve
Three weekly post-class LAB assignments graded on rubric: Introduction draft; Draft 1; Final draft
Components include Introduction, Methods, Graph, Works Cited, Acknowledgments, etc.
Assessment: rubric-based points through Brightspace; alignment with weekly objectives
4. Final LAB Reflection
Description: reflective assessment of learning in LAB; future applications
5. LAB Rubrics
Description: rubrics for lab report sections; feedback tool; scaffolding across drafts
6. In-LAB Questions
Description: LAB preparation check; MC questions and a reflection question
Assessment: points-based
7. LAB Report-outs
Description: informal updates on LAB progress; builds toward final presentation
Assessment: rubrics, in-class TA feedback; time management; oral communication
8. Final Research Report and Drafts
Described as the culmination of the semester’s LAB work; multiple drafts with feedback and revisions
LAB Rubrics and Final Submissions
Rubrics are scaffolded to align drafts with final objectives
Drafts (early) emphasize completion and feedback; final submission emphasizes objective attainment
Final grades are computed by the Brightspace rubric; exemplary work may be shared as future class examples
Grade mapping (example):
A: 93–100
A-: 90–92
B+: 87–89
B: 83–86
B-: 80–82
C+: 77–79
C: 73–76
C-: 70–72
D+: 67–69
D: 63–66
D-: 60–62
F: < 60
These letter grades are out of the total BIO 100 points (LAB + LEC)
References for equitable grading practices include Butler & Nisan (1986); Feldman (2018); Addy et al. (2021)
Course Absence Policies
Class attendance is required; in-person only; masks optional
If you are ill, do not attend in person; follow guidelines to protect health and others
LAB Absences (illness or emergency):
Email your TA before LAB starts; include LAB section and weekly availability
Propose a catch-up plan in your email; TA will confirm or modify
Schedule a one-on-one meeting if needed
Submit work according to TA-approved catch-up plan
Absent without approved catch-up plan: due dates are firm; no credit for late or missing assignments; feedback is tied to ongoing work
FAQs:
If you test positive for COVID or have fever: do not attend; follow TA steps
If roommate tests positive: you may attend with masking and courtesy; not a reason for absence alone
If you miss LAB: makeup labs are not available due to space/personnel; follow TA steps for missed assignments
If you miss LAB Engagement: flexibility built into assessment; late engagement may be compensated elsewhere
LEC Absences:
You may still submit weekly LEC work without emailing the instructor
If deadlines are missed: we will check in; you should respond or meet for help
Ongoing options to chat with LEC team (in-person or Zoom) to get help
If you miss a lecture, you will miss participation points
Contact the instructor as soon as possible to arrange potential excused absences or exam makeups
Excused absences follow UMaine policy and may require documentation; different colleges provide additional guidance (ELH Sciences, LAS, Education, Engineering, etc.)
Non-sexist Language Policy
University-wide commitment to non-sexist language in all communications
Policy applies to publications, materials, and all future communications
Guidelines derived from APA and institutional resources; aim to avoid biased, discriminatory, or demeaning language
Resources: UMA Women’s Gender and Sexuality Studies; Department references
BIO 100 Glossary (selected terms and definitions)
Abstract: A concise summary of a research study including purpose, results, and conclusions; should include what was done, what was found, and why findings are important
Assessment (formative vs. summative)
Formative assessment: low-stakes, ongoing feedback to guide future work (e.g., draft of Methods)
Summative assessment: final evaluation of progress to determine if learning objectives are met (e.g., mid-unit question set)
Brightspace: Course website; official announcements delivered to Maine.edu email; adjust notification settings
Collaboration: Working with classmates toward shared goals; requires preparedness, respect, and engagement
Completion: Some assignments graded for completion based on a rubric; emphasis on meeting minimum criteria and getting feedback
Course Map: The BIO 100 Course Map acts as a syllabus and handbook with team, design, grading, policies, and FAQs
Engagement: Being present, prepared for LAB, and motivated to meet BIO 100 goals; includes independent initiative and contributions to group discussions
Exams: Designed to test recall and synthesis; feedback can come from rubrics, peer review, and instructional staff
Learning Objectives: Outcomes focused on responsible ownership of the discovery process and contribution to the group process
Lightning Write: Short brainstorming exercise in LAB to generate ideas and reflect on challenges and growth
Maine Learning Assistant (MLA): Undergrad mentors who previously took BIO 100/BIO 200 to support LEC learning; sign-up times posted in Week 2
Manual: Weekly LAB Manual (digital) accessed via Brightspace; weekly chapter readings due Tuesday 8 am; print or access on device
Peer Review: LAB peers provide feedback using rubrics; helpful in strengthening the research project
Post-Class Assignment Submission: Typically partial or full drafts of research report sections; submitted in Brightspace
Pre-LAB Question Set: Multi-attempt MC questions with reflections; aims to prepare for LAB
Reflection: Weekly reflection prompts in LAB/LEC and a semester-end reflection
Report-out: Informal progress updates; includes time management and oral communication practice
Research Report: Final semester-long project; written and revised across drafts with feedback; focus on experimental design, data, literature, and communication
Rubric: Criteria lists used to assess specific assignments; used for both drafts and finals; connected to feedback and learning objectives
Scaffolding: Progressive support that lessens as skills develop; assignments and rubrics designed to progressively build mastery
TA (Teaching Assistant): LAB instructors who are the primary contact for LAB concerns; hours posted in Brightspace; assignment of TA based on LAB section
Generative AI Use in BIO 100 Labs: Allowed as a brainstorming tool but not for writing any section of the research report; explicit citation required if AI tools are used
Citation of AI Use: Include a personal statement, a citation, and the prompt text in your submission; example APA-style reference provided for OpenAI
Academic Honesty: Emphasizes integrity; violations may lead to failing grades or disciplinary action; references UMaine Academic Integrity Policy
Syllabus Schedule Disclaimer: In disruptions, course format may be modified with an addendum to supersede this version
Religious Holidays: Notice-based accommodations allowed; no adverse effects on grade
Sexual Violence Policy: Reporting requirements for sexual discrimination; resources provided for confidential and non-confidential support
Accessibility: Students with disabilities should contact Student Accessibility Services early to arrange accommodations; contact details provided
University-required syllabus language (Generative AI, Academic Honesty, Title IX, and more)
Generative AI Use in BIO 100 Labs: Allowed for brainstorming; writing portions of the research report with AI is considered plagiarism unless explicitly cited
Citations for AI use must include: (a) whether the tool uses AI, (b) a personal statement describing how AI was used, and (c) a citation for the tool in the document (e.g., APA formatting)
Example of AI citation: OpenAI. (2023). ChatGPT (Feb 13 version) [Large language model]. https://chat.openai.com
Academic Honesty: Cheating, plagiarism, fake results, or rewording others’ work without proper citation may lead to failing grades and University conduct action
Disruptions Clause: In case of disruption, a syllabus addendum may supersede this version
Religious Accommodation: Notice-based allowances; coursework adjustments may be made while ensuring no undue burden
Sexual Discrimination Reporting: Faculty/Staff must report incidents; resources and confidentiality considerations described; Title IX resources listed
Student Accessibility Services (SAS): Accessible accommodations process described; contact details provided for early engagement
Citations
Butler, R., and M. Nisan. “Effects of No Feedback, Task-Related Comments, and Grades on Intrinsic Motivation and Performance.” Journal of Educational Psychology 78 (1986): 210-16.
Feldman, J. (2018). Grading for equity: What it is, why it matters, and how it can transform schools and classrooms. Corwin Press.
Addy, T. M., Dube, D., Mitchell, K. A., & SoRelle, M. (2021). What inclusive instructors do: Principles and practices for excellence in college teaching. Stylus Publishing, LLC.
Final notes
This BIO 100 Course Map is designed to be a comprehensive guide for the semester, including schedules, grading, policies, and resources
Keep it handy as you navigate lectures, labs, and assignments; refer to Brightspace and TA/MLA contacts for support
Stay proactive with absences, deadlines, and revisions to maximize learning and success in BIO 100