Title Page -- Copyright -- Table of Contents -- Dedication -- Acknowledgments -- Chapter 1: The New Life Sciences -- The Challenges We Face in Teaching the New Biology -- Visions of Change -- Need for Structural Change -- Conceptual Organization of Introductory Biology -- Learning and Mastering -- Further Reading -- Chapter 2: Changing Goals and Outcomes in Introductory Life Science Course Laboratories -- The Introductory Science Course Experience That We Have -- How Science is Actually Done -- Challenges to Successful Science Teaching -- The Elements of Successful Science Learning -- Two Re-organizational Schemes for an Introductory Biology Course -- Example Topic: Biological Arms Races (Conceptual Areas: Structure and Function, Information Storage and Transfer, Evolution, Systems) -- What Do These Scenarios Have in Common? What is Going On? -- Summary -- Further Reading -- Chapter 3: Incorporating Discovery-Based Laboratory Experiences at the Introductory Level -- The Reality of Introductory Biology Laboratories -- Converting the Survey Approach to Biology Techniques into Discovery-Based Experiences that Emphasize Concepts -- Module I: What are the Effects of Different Aspects of Climate Change or Other Anthropogenic Changes on Plant Primary Productivity? -- Module 2: How Does Antibiotic Resistance Develop? -- Module 3: Self-Discovery Explorations of Human Diseases Caused by Single Nucleotide Polymorphisms -- Summary -- Further Reading -- Chapter 4: The Constraints and Realities of Discovery-Based Laboratories -- Instructor Expertise -- Time -- The Physical Arrangement of the Teaching Laboratory -- Class Size -- Resources for Discovery-Based Laboratories -- Organisms -- Equipment -- Safety Considerations for Independent Projects -- Transportation for Field-Based Studies -- Preparatory Staff -- Student Interns/TAs -- Summary -- Further Reading.

Chapter 5: A Model Introductory Biology Course -- Instructor Group Meetings -- Shared Course Materials -- Flexible Design Allows for the Introduction of New Modules -- Overall Conceptual Organization -- Laboratory Modules for the First Edition of "Introduction to Biological Investigation" -- Additional Laboratory Modules -- Assessment of Learning of Core Concepts and Skills -- Further Reading -- Chapter 6: Two Model Scenarios for an Intermediate-Level Life Science Course -- Model 1: Exploration of Gerontogenes and Behavior -- Model 2: How do Common Lawn Chemicals Affect the Behavior and the Nervous System of C. elegans? -- Summary of the Format -- Assessment of Student Learning -- Further Reading -- Chapter 7: Assessments and Why They Are Important -- What is Assessment? -- Student Learning Assessments -- Course-Based Assessments -- Instructor Quality Assessments -- Interpreting the Data -- What to do with the Data? -- Further Reading -- Chapter 8: Fully Incorporating Vision and Change -- The Anthropocene and the Importance of Biology Literacy -- Limited Resources Constrain the Discovery Laboratory for All -- Alternative Approaches -- Envisioning Introductory Biology for the Science-Literate Citizen -- Introductory Life Sciences: The Discovery-Based Classroom -- Organizing the Discovery-Based Classroom: An Introductory Life Science Course for All Students -- Summary of This Chapter -- Combining Science Literacy Training with Science Career Training -- Concluding Thoughts -- Further Reading -- Appendix A: Laboratory Instructions for Behavioral Experiments Using Caenorhabditis elegans -- Learning Goals and Expectations -- Appendix B: Instructions for Microscopy Workshop -- Assignment for Workshop 2 -- Index -- End User License Agreement.