Running Head: SYLLABUS DESIGN

Learning Styles Syllabus Design Paper

Abigail Vannatta and Troy Rector
Ball State University

SYLLABUS DESIGN

2
Learning Styles Syllabus Design Paper
Introduction

The course for which the syllabus was created is an introductory biology course for nonscience major students. The course itself is part of the liberal arts curriculum for Ivy Tech
Community College and is transferable to Indiana University (IU) as per the articulation
agreement. The course is designed to provide a general overview of biology as a science that
covers basic information ranging from molecular and microbiology through ecosystem biology
and covers all levels in between. The objectives of the course are set forth by the institution in
order to be in compliance with the articulation agreement with IU and consist of the following:
1) Apply the scientific method to problems encountered in everyday life; 2)
Provide examples of the historic development of current scientific thought; 3)
Demonstrate basic skills of metric measuring, data collection, data
interpretation, and microscope use; 4) Interpret simulations of biological
systems and relate them to concrete applications; 5) Describe plant structures
and functions including reproductive biology, development, and regulation of
systems; 6) Identify the internal and external structures of both the prokaryotic
and eukaryotic cells and define the functions of each; 7) Recognize energy
pathways such as photosynthesis, respiration, and overall cellular metabolism;
8) Describe the basic processes of mitosis and meiosis and relate them to the
life cycle of organisms; 9) Summarize the mechanisms of inheritance and the
processes by which protein and DNA are synthesized; 10) Describe the major
principles of genetics and biotechnology; 11) Understand the mechanisms of
natural selection and their impact on evolution; 12) Identify major ecological

SYLLABUS DESIGN

concepts such as communities, energy flow and nutrient cycling, and

renewable and non-renewable resources. 13) Describe the general properties
and characteristics of the biological kingdoms; 14) Describe human structures
and functions including reproductive biology, development, behavior, and
regulation of organ systems; and 15) Apply the scientific method and the
knowledge gained from the course to societal concerns (Ivy Tech Community
College, 2014).
The course content and materials are designed to reflect the student population. The students
vary in demographics consisting of a wide range of gender, age, race and ability level. The
students also exhibit a wide range of prior knowledge concerning scientific discipline and
biology as a science. By the end of the course, students should exhibit knowledge of basic
biological concepts, processes and experimentation. The course progresses through a sixteen
week sequence of topics and labs correlated with the objectives. The course meets once per
week for four hours in which two hours are reserved for lecture and two hours for laboratory
activities. The students are assessed using a department wide, comprehensive final examination.
Framework
The framework that underlies the design of the syllabus is based on three models of
learning styles: Visual-Auditory-Read/Write-Kinesthetic (VARK), Multiple Intelligences (MI)
and Kolb. The materials, content and activities within the syllabus are specifically correlated to
each of these three learning style models. These various components are dispersed throughout
the lecture, lab, content, activities and assignment columns of the course schedule.
The VARK learning style model was developed by Fleming (2001) and is based on the
learning modalities that emerge during childhood that influence learning throughout an

SYLLABUS DESIGN
individuals lifetime. Visual learners benefit from visual stimuli in the form of videos, visual
presentation aids, demonstrations, contrast of color and graphics. Auditory learners rely on
sound stimuli in the form of spoken language (lectures and discussion), music, videos, and
demonstrations. Read/Write learners are best taught using full written thoughts and benefit from
activities such as reading print or virtual materials and writing responses, notes and essays, etc.
Kinesthetic learners learn in association with using motor skills and activities may include
construction, experimentation, role playing and problem solving.
The Multiple Intelligences model was developed by Gardner in 1983 and originally
included seven modalities (logical-mathematical, linguist, musical, spatial, bodily-kinesthetic,
interpersonal and intrapersonal) associated with learning. In recent years, two additional
modalities (spiritual and natural) were incorporated to enhance the accuracy of the learning
styles represented by the model. Methods that fit with the Multiple Intelligences model include
art, music, construction, experimentation, group work, independent work, logic and language
(Gardener & Hatch, 1989; MacKeracher, 2004).
Kolbs model of learning styles is based on experiential learning theory. Kolbs model
of learning styles includes a four-stage cycle: concrete experience (this experience is the base
source of learning), reflective observation (learners engage in self-reflection on the experience
and grasp the meaning of experience, the articulate and describe their experiences), abstract
conceptualization (learners generalize the main ideas, principles and abstract concepts from
experience), and active experimentation (learners then put the main ideas and concepts from
their experience into practice and determine what works and what doesnt through trial and
error). After this step, the process cycles back to the first stage again. Kolbs experiential
learning builds a solid foundation for different learning styles of learners: divergent, assimilate,

SYLLABUS DESIGN

convergent and accommodative learners, and is effective through adult education

(MacKeracher, 2004).
Highlights
The VARK and Multiple Intelligences models are incorporated into the design of the
schedule of the syllabus. The schedule consists of eight columns which are entitled: Week,
Date, Lecture, Lab, Content, Activities, Homework and Quizzes and Exams. Of the eight
columns, Content, Activities and Homework are of interest in learning style correlation. The
Content column consists of any topic related materials from Blackboard such as PowerPoint
lecture notes and video clips. The content serves the visual, auditory and read/write portions of
the VARK model and several of the multiple intelligences. The Activities column incorporates a
wide variety of activities and content supplements that meet all four styles of VARK and eight
of the nine Multiple Intelligences and includes construction/building activities, drawing, color
coding, simulations, demonstrations, experimentation, mini field trips, games, group activities,
writing activities and problem solving activities. In addition, the Assignments column includes
weekly guided readings that incorporate the visual, read/write and kinesthetic elements of
VARK and several of the multiple intelligences as well as Blooms Taxonomy to strengthen
understanding and retention of knowledge. The quizzes and exams are also written in
accordance to the VARK and Multiple Intelligences models and provide students multiple ways
to express the knowledge learned. The quizzes and exam columns also include discussion board
activities and an organizational binder that are based on the VARK and Multiple Intelligences
models.
The field observation project includes the day trip, lab observation, question-and-answer
session, and reflection paper. These are all portions of the course that use Kolbs model as the

SYLLABUS DESIGN
method of learning. Experiencing a new environment, observing a biological testing lab, the
opportunity to ask a chemist questions, and short reflection paper are all part of the four part
cycle in Kolbs model and creates opportunities that some students may not get an opportunity
to participate during their undergraduate studies. The section of the syllabus detailing the field
observation project has more elaborate details.

SYLLABUS DESIGN

IVY TECH COMMUNITY COLLEGE OF INDIANA

EAST CENTRAL REGION

COURSE OUTLINE AND SYLLABUS

SCHOOL OF LIBERAL ARTS AND SCIENCES

PROGRAM: LIBERAL ARTS AND SCIENCES

INTRODUCTORY BIOLOGY
BIOL 101 16F
CRN 32447

Spring Semester 2015

January 12 May 9, 2015
Lecture:
Tuesday 6:00-7:50
Lab:
Tuesday 8:00-9:50
Office Hours:
By Appointment

Instructor Information:
Abigail Vannatta and Troy Rector

SYLLABUS DESIGN
COLLEGEWIDE COURSE OUTLINE OF RECORD
BIOL 101, INTRODUCTORY BIOLOGY
COURSE TITLE: Introductory Biology
COURSE NUMBER: BIOL 101
PREREQUISITES: Demonstrated competency through appropriate assessment or earning a
grade of C or better in ENGL 093 Introduction to College Writing and ENGL 083 Reading
Strategies for College and MATH 023 Essentials of Algebra I or MATH 080 Mathematics
Principles with Algebra
SCHOOL: Liberal Arts and Sciences
PROGRAM: Liberal Arts
CREDIT HOURS: 3
CONTACT HOURS: Lecture: 2
Lab: 2
DATE OF LAST REVISION: Fall, 2013
EFFECTIVE DATE OF THIS REVISION: Fall, 2014 (Ivy Tech Community College, 2014)
CATALOG DESCRIPTION: Introduces the basic concepts of life. Includes discussion of
cellular and organismal biology, genetics, evolution, ecology, and interaction among all living
organisms. Addresses applications of biology in a global community (Ivy Tech Community
College, 2014).
MAJOR COURSE LEARNING OBJECTIVES: Upon successful completion of this course
the student will be expected to:
1. Apply the scientific method to problems encountered in everyday life.
2. Provide examples of the historic development of current scientific thought.
3. Demonstrate basic skills of metric measuring, data collection, data interpretation, and
microscope use.
4. Interpret simulations of biological systems and relate them to concrete applications.
5. Describe plant structures and functions including reproductive biology, development, and
regulation of systems.
6. Identify the internal and external structures of both the prokaryotic and eukaryotic cells and
define the functions of each.
7. Recognize energy pathways such as photosynthesis, respiration, and overall cellular
metabolism.
8. Describe the basic processes of mitosis and meiosis and relate them to the life cycle of
organisms.
9. Summarize the mechanisms of inheritance and the processes by which protein and DNA are
synthesized.
10. Describe the major principles of genetics and biotechnology.
11. Understand the mechanisms of natural selection and their impact on evolution.
12. Identify major ecological concepts such as communities, energy flow and nutrient cycling,
and renewable and non-renewable resources.
13. Describe the general properties and characteristics of the biological kingdoms.
14. Describe human structures and functions including reproductive biology, development,
behavior, and regulation of organ systems.
15. Apply the scientific method and the knowledge gained from the course to societal concerns.
(Ivy Tech Community College, 2014)

SYLLABUS DESIGN

COURSE CONTENT: Topical areas of study include

Scientific method
Basic inorganic and organic chemistry principles
Animal biology
Cell cycle and the mechanisms of molecular genetics
Plant biology
Natural selection and evolution
Biotechnology
Cell structure and function
Genetics
General processes of energy transformation: enzyme function,
Ecology
Photosynthesis, aerobic and anaerobic respiration
Phylogeny
World issues and their effects on the field of biology
(Ivy Tech Community College, 2014)
SUGGESTED LAB CONTENTS:
Microscopy
Metric system
Osmosis
Chemistry
pH/Model building
Cell structure
Genetics
Environmental
Dichotomous Key
Simulation of protein synthesis
Enzyme activity
Comparative anatomy
Plant anatomy
(Ivy Tech Community College, 2014)
REQUIRED TEXT/CURRICULUM MATERIALS:

Biology: The Essentials, Hoefnagels, McGraw-Hill, 2012

http://www.amazon.com/Biology-Essentials-Mari%C3%ABlle-Hoefnagels/dp/0078096928/
ref=sr_1_1?s=books&ie=UTF8&qid=1414200341&sr=1-1&keywords=biology+the+essentials

Exploring Biology in the Classroom, Pendarvis & Crawley, Morton

Publishing, 2014
http://www.amazon.com/Exploring-Biology-Laboratory-second-Pendarvis/dp/1617311545

Lab Coat or Scrub Top for Lab

These can be purchased online, in the bookstore or at local retail stores.
However, you must have it in your possession by the second class meeting.

SYLLABUS DESIGN

10

ADA STATEMENT:
If you require special accommodations, please notify the instructor immediately and provide
documentation of services to be provided. For additional assistance, contact the Office of
Disability Services.
ACADEMIC HONESTY:
Academic honesty is expected on all course assignments, quizzes and exams. Any dishonest
actions will be treated with severe penalty. Dishonest actions include, but are not limited to,
plagiarism and/or cheating. Penalties associated with these aforementioned actions include, but
are not limited to, a failing grade on the assignment, quiz or exam, a failing grade in the course,
or expulsion from the college.
ATTENDANCE POLICY:
Attendance is expected for every lecture and lab session. If you are absent due to an extenuating
circumstance, it is your responsibility to contact the instructor prior to the missed session and
attaining all missed materials/activities such as notes, assignments, quizzes, exams and
laboratory reports. Labs cannot be made up due to the strict schedule and lab management
policies and procedures.
EVALUATION METHOD AND GRADING CRITERIA:
IVY TECH COMMUNITY COLLEGE GRADING SCALE:
90 100%
A
80 89%
B
70 79%
C
60 69%
D
59% and below F
Lecture Quizzes: 10 at 20 points each
Quizzes will be given at the beginning of each lecture that cover the material presented in the
previous week. If you are late you must make arrangements with the instructor to make up the
quiz in the testing center. Missed quizzes as a result of absence can only be made up in the
testing center if the instructor is notified prior to the missed lecture.
Lecture Exams: 3 at 100 points each
Four exams will be given periodically throughout the semester. The lowest score of the four
exams will be dropped. The remaining three exams are worth 100 points each. The exams may
consist of a combination of the following formats: multiple choice, matching, short answer,
essay and diagram labeling. See the course schedule under the Start Here link in Blackboard
for exam dates.
Lecture Homework: 15 at 20 points each
Lecture homework consists of guided reading worksheets that are correlated with the textbook
chapters. The pdf and word document versions of the worksheets are available in Blackboard
under the green Assignments link found on the left side of the webpage.

SYLLABUS DESIGN

11

Discussion Boards: 4 at 25 points each

Discussion board assignments consist of locating an article from the internet, reading it and
summarizing its main points. The article must be correlated with lecture content for the chapters
covered in the exam that occurs on the day the discussion is due. You will also need to respond
to two of your classmates post as well. Be sure to use APA or MLA style for citation (style
guides located under resources tab in Blackboard).
Lab Reports: 15 at 10 points each
Lab reports consist of the lab sheets completed in class and the Check Your Understanding and
Chapter Review Questions to be completed as homework. Lab reports will be due at the end of
each lab session.
Lab Exam: 1 at 75 points
A comprehensive lab exam will be given during the lab session following the final exam which
covers the various concepts and skills learned in lab only.
Field Observation Project: 50 points.
Active participation in the field observation project is worth 50 total points. 25 of those points
is a two page reflection paper describing what you learned and how you participated during the
day.
Course Binder: 1 at 25 points
The course binder consists of a 2 inch, 3 ring binder and divider tabs for the following sections:
1) Syllabus and Schedule; 2) Lecture Notes; 3) Lecture Homework; 4) Lab Reports; and 5)
Quizzes and Tests. The binder should be kept up-to-date and will be checked for progress on
Lecture Exam days. Two points extra credit will be given for binders that are up-to-date on the
check day.
Final Exam: There is an Ivy Tech Community College Regional final exam. The final
exam is required and failure to take the final exam will result in a failing grade. This
exam is worth 25% of the overall grade in this class. For example, overall grade can be
calculated this way: Overall grade = (final exam % x 0.25) + (rest of class % x 0.75)
Points Total (excluding Final Exam)
Lecture Quizzes
200 points
Lecture Exams
300 points
Lecture Homework 300 points
Discussion Boards
100 points
Lab Reports
150 points
Lab Exam
75 points
Field Observation
50 points
Course Binder
25 points
1200 points
Extra Credit Policy: Extra credit is at the discretion of the instructor and may or may not be
assigned. Any extra credit must be academic and related to course content. Extra credit cannot

SYLLABUS DESIGN

12

exist for non-academic pursuits including but not limited to making donations. There is no
extra credit on the final exam.
Opportunities to earn extra credit points will be provided throughout the semester.
CLASSROOM CRITERIA:
1. CELL PHONES: Cell phones are not to be used in the classroom at any time. Use of a
cell phone during an exam or quiz will result in an automatic zero on the exam or quiz.
Texting is not allowed during class time. If there is an emergency situation that requires
cell phone usage, please notify the instructor prior to class and step into the hall when
needed.
2. PERSONAL COMPUTERS AND OTHER ELECTRONIC DEVICES: Personal
computers or other devices such as iPADs, Kindles, etc. may only be used with prior
permission from the instructor. Devices may only be used for educational purposes
which include, but are not limited to: viewing Blackboard content for this course only,
taking notes, and viewing instructor led websites during instruction. Devices may not be
used for checking email, social media, web browsing or any other non-instructional
purpose.
MAKEUP POLICY:
1. Labs: Laboratory exercises are not eligible for makeup. To receive credit for the lab
activities you must be present. Missing a lab will result in an automatic zero for that lab.
In order to allow for extenuating circumstances, one lab grade will be dropped from the
final score. Please use this wisely.
2. Assignments: Assignments are expected to be turned in on the due date. Late
assignments will be accepted via Ivy Tech email for a 10% grade reduction per day for
up to four days. If you choose to wait until the next class period to turn in late
assignments, the grade will be subject to the 50% deduction. No late assignments will be
accepted after the class period following the due date of the assignment.
3. Exams/Quizzes: Exams and Quizzes will not be eligible for makeup unless the
instructor is notified prior to missing. Exams and quizzes can be made up in the testing
center for up to 7 days after missing. In order to allow for emergency situations, one
exam will be dropped from the final score. The comprehensive final exam is not
included in exams eligible for dropping.

SYLLABUS DESIGN

13
COURSE SCHEDULE FALL 2014
BIOL 101-16F: INTRODUCTORY BIOLOGY

Wk

Date

Jan 13

Jan 20

Jan 27

Feb 3

Feb 10

Feb 17

Lecture
(Tuesday 6:00-7:50)
Syllabus and
Introduction
Chapter 1:
Scientific Study of
Life
Chapter 2: The
Chemistry of Life

Chapter 3: Cells

Chapter 4: The
Energy of Life

Chapter 5:
Photosynthesis

Chapter 6: How
Cells Release
Energy

Chapter 7: DNA
Structure and Gene
function
Chapter 8: DNA
Replication and
Cell Division

Lab
(Tuesday 8:00-9:50)
Lab Safety
Lab 1: Understanding
the Scientific Method

Lab 2: Scientific
Notation and the
Metric System
Lab 4: Acids, Bases,
and pH

Microscope Use and

Care
Lab 3: Microscopy

Lab 7: Enzymes
Lab 8: Diffusion and
Osmosis

Lab 9:
Photosynthesis
Lab 10: Cellular
Respiration

Lab 14: DNA and the

Genetic Code
Codon Game

Related Content

Activities

Homework

Quizzes/Tests

PPT: Chapters 1 &

2
Videos: Scientific
Method Song,
Graphing Variables,
Chemical Bonds
Song, Dogs
Teaching
Chemistry,
Dehydration
Synthesis
Animation, The
Periodic Table
Crash Course,
Biological
Molecules Crash
Course
PPT: Chapter 3
Videos: Animal
Crash Crouse Cell,
Plant Cell, pH and
pOH Crash Course,
Microscope Care
and Use, Fluid
Mosaic Model

Organic Molecule
Structure and
Chemistry Activity

GR: Chapter
1-3

NONE

PPT: Chapter 4
Videos: Laws of
Thermodynamics
Crash Course,
Entropy Crash
Course, Redox
Reactions Crash
Course
PPT: Chapter 5
Videos:
Photosynthesis
Animation,
Photosynthesis
Crash Course

PPT: Chapter 6
Videos: ATP and
Respiration Crash
Course, Cellular
Respiration
Animation

PPT: Chapters 7 &

8
Videos: RNA
Transcription and
Translation
Animation, DNA
Replication
Animation, DNA
Structure and
Replication Crash
Course, DNA
Transcription and

Periodic Table
Activity

Due:
1/20/2015

Cricket Chirp
Simulation

pH Scale
Construction

GR: Chapter 4

pH testing
experiments

Due:
1/27/2015

Carbonic Acid
Production
Demonstration
Microscope Use
Lab

Quiz 1

GR: Chapter 5

Exam 1:
Chapters 1-3

Dissecting Scope
Demonstration

Due: 2/3/2015

Binder Check 1
Discussion
Board 1

Catalase Enzyme
Experiment

GR: Chapter 6

Quiz 2

Dialysis Tubing
Experiment

Due:
2/10/2015

Smell Diffusion
Demonstration
Plant Collection
Minitrip

GR: Chapters
7-8

Chromatography
Experiment

Due:
2/17/2015

Yeast Fermentation
Demonstration
Marshmallow DNA
Construction
Pedigree Reading
Demonstration
DNA Extraction
Experiment

GR: Chapter 9

Due:
2/24/2015

Quiz 3

Exam 2:
Chapters 4-6

Binder Check 2
Discussion
Board 2

SYLLABUS DESIGN

14
Translation Crash
Course

Feb 24

Mar 3

Mar 10

Mar 17

10

11

12

13

Mar 24

Mar 31

Apr 7

Apr 14

Chapter 9: Sexual
Reproduction and
Meiosis

Chapter 10: Patterns

of Inheritance
Chapter 11: DNA
Technology Chapter

SPRING BREAK
NO CLASSES
12: Forces of
Evolutionary
Change

Lab 11: Cell Division

Lab 12: Meiosis

Lab 13: Basic

Mendelian Genetics

Lab 15: Evolution

Chapter 16:
Evolution and
Diversity of Plants
Chapter 21: Plant
Form and Function

Lab 16:
Classification

Chapter 22:
Reproduction and
Development of
Flowering Plants

Lab 23: Seed Plants

Chapter 17:
Evolution and
Diversity of
Animals
Chapter 23: Animal
Tissues and Organ
Systems

Lab 24: Roots,

Stems, and Leaves

Field Observation at
Eli Lilly lab

Lab Observation and

Q&A session with
chemist

PPT: Chapter 9
Mitosis Crash
Course, Meiosis
Crash Course,
Natural Selection
Crash Course

PPT: Chapters 10
& 11
Videos: Mendel
Minibiography,
Heredity Crash
Course,
Recombinant DNA,
Plasmids and
Transgenic
Bacteria,
Transgenic Plants,
Super Cow,
Glofish, Stem Cells,
Dolly the Sheep

Meiosis
Chromosome
Journey Activity

GR: Chapter
10

Quiz 4

Due: 3/3/2015
Mitosis and Meiosis
Microscopy
Codon Game
Genotype and
Phenotype Penny
Toss
Dominant and
Recessive Alleles
Class Activity

GR: Chapter
11

Quiz 5

Due:
3/17/2015

Punnett Squares:
Monohybrid and
Dihybrid Crosses
Activity

PPT: Chapter 12
Videos: The Origin
of Life Crash
Course, Charles
Darwin Biography,
Evidence of
Evolution Crash
Course,
Comparative
Anatomy Crash
Course, Speciation
Crash Course
PPT: Chapters 16
& 21
Videos: Vascular
Plants Crash
Course, Plant
Structure and
Function, Plant
Transport
Animation
PPT: Chapter 22
Videos: Plant
Reproduction Crash
Course,
Nonvascular Plant
Reproduction Crash
Course

Darwins Finches:
Evolution
Simulation

PPT: Chapters 17
& 23
Videos: Animal
Development Crash
Course, Simple
Animals Crash
Course, Complex
Animals Crash
Course
N/A

Stem, Leaf and

Root Microscopy

Comparative
Anatomy Activity

GR: Chapters
16 & 21

Exam 3:
Chapters 7-11

Due:
3/24/2015

Binder Check 3
Discussion
Board 3

GR: Chapter
22

Quiz 6

Cytochrome C
Protein Sequencing
Fossil Identification
Dichotomous Key
Construction
Cladogram
Construction

Flower Dissection

Due:
3/31/2015

GR: Chapters
17 & 23

Quiz 7

Fruit Identification
Due: 4/7/2015
Seed Germination
Experiment

GR: Chapter
18

Exam 4:
Chapters 12, 16,
21, 22

Due:
4/14/2015

Binder Check 4
Discussion
Board 4

Dendrology Ring
Counting
Experiment

N/A

Reflection
paper
Due:

SYLLABUS DESIGN

15
4/21/2015

14

15

16

Apr 21

Apr 28

May 5

Chapter 18:
Population Ecology
Chapter 19:
Communities and
Ecosystems

Chapter 20:
Preserving
Biodiversity

Comprehensive
Final Exam (worth
25% of grade)

Lab 29: Ecdysozoans

Lab 37: Basic
Ecology

Lab 37: Soil Science

PPT: Chapter 18
PPT: Chapter 19
Videos: Ecosystem
Ecology Crash
Course, Community
Ecology Crash
Course, : Animal
Behavior Crash
Course, Population
Ecology Crash
Course,
PPT: Chapter 20
Videos: 5 Human
Impacts on the
Environment,
Conservation and
Restoration Crash
Course, Pollution
Crash Course,

Crayfish Dissection
Human Population
Projection
Simulation

Predator-Prey
Simulation
Succession
Simulation
Soil Pollution
Experiment
Protecting the
Environment Action
Plan

GR: Chapter
19

Quiz 8 & 9

GR: Chapter
20
Due:
4/28/2015

Final Exam
Study Guide

Quiz 10

Due 5/5/2015

Letter to
Representative
Activity

NONE

NONE

Final Exam and

Lab Quiz

References
Fleming, N. D. (2001). Teaching and learning styles: VARK strategies. Christchurch, New Zealand: N.
D. Fleming.
Gardner, H. & Hatch, T. (1989). Multiple intelligences go to school: Educational implication for the
theory of multiple intelligences. Educational Researcher, 18(8), 4-10.
Ivy Tech Community College. (2014). Collegewide course outline of record: BIOL 101 introductory
biology. Retrieved from https://wwwapps.ivytech.edu/cgibin/cor3/gpcourse_list.cgi?course_id=BIOL+101&prefixlist=
MacKeracher, D. (2004). Making sense of adult learning, second edition. Toronto, Canada: University
of Toronto