BIO 100 Course Map

The Basic BIO 100 Overview

  • BIO 100 Course Map (syllabus) as the central reference for course contacts, goals, structure, policies, and assessments
  • Document is iterative: updated with student input and past student feedback to improve usefulness
  • Purpose: serve as a living guide throughout the semester

Our Teaching Team

  • Course Instructor: Dr. Farahad Dastoor (he/him)
    • Email: farahad.dastoor@maine.edu
    • Availability: by appointment (email weekly availability)
    • Office hours: Tuesdays 1–2 pm in 319 Murray Hall (drop-in without appointment)
  • Course Contacts for Teaching Assistants (TAs) and Maine Learning Assistants (MLAs)
    • Serenity Grant: serenity.grant@maine.edu
    • Ashley P. Regan: ashley.p.regan@maine.edu
    • Isaac Cushman: isaac.cushman@maine.edu
    • Amelia Pillis: amelia.pillis@maine.edu
    • Max Rauch: max.rauch@maine.edu
    • Strix Kugler: strix.kugler@maine.edu
    • Michael Gervasio: michael.gervasio@maine.edu
    • Anya Shulman: anya.shulman@maine.edu
    • Lily Neville: lily.neville@maine.edu
    • Isabella Pfankuch: isabella.pfankuch@maine.edu
  • MLA support: weekly support sessions TBD; LEC peer-learning mentors and MLAs provide guidance on LEC assignments/content
  • MLA contact (full team): Christopher Clark (he/him), Science Reference Librarian; christopher.clark@maine.edu

Course Details

  • All BIO 100 information and assignments live on Brightspace; also in Syllabus/Course Map Welcome area
  • Textbook & weekly resources:
    • Biology2e by OpenStax (free digital format; hard copy available)
    • Digital chapters linked in Brightspace with study focus notes
  • iClicker:
    • Join class iClicker cloud when prompted; IT help desk if iClicker help is needed
  • Course modality: all BIO 100 classes are in person; masks optional and welcome
  • One primary platform: Brightspace for course info and submissions
  • Course readings are from Biology2e; unlimited attempts allowed for pre-set tasks before deadlines

Fall 2025 LEC Schedule (Lecture) – Overview

  • Week-by-week schedule includes: Day, Date, Topic, Readings, Homework
  • Example structure:
    • Wed Sept 3: Introduction to BIO100
    • Fri Sept 5: Population Ecology (Reading 1)
    • Mon Sept 8: Community Ecology (Reading 2)
    • Wed Sept 10: Ecosystems (Reading 3)
    • 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

Assessment Table (Grading) – Overview

  • LEC (Lecture) Component:
    • LEC Engagement: in-class iClicker use, 35 points, completion credit (~132 points total)
    • LEC Homework: 19 sets required, completion credit (each set worth 6 points; total 114)
    • LEC Exams: 4 exams (correctness graded) totaling 200 points
    • LEC Final Exam: 1 final exam (correctness graded) worth 100 points
    • LEC Points Subtotal: ~500 points
  • LAB (Laboratory) Component:
    • In-LAB questions: 5 questions, 10 points each, total 50
    • Pre-LAB question sets: 10 sets required, completion credit (when 80% correct) totaling 100
    • LAB Engagement: completion rubric, 260 points
    • 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: 13601360

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
  • 3. LAB Post-class Assignments (Rubric-based, Points)
    • 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