NGR6300 Course Introduction
Course Course Description The College of Education (CoE) is a Division of the Faculty of Education and is the education
Course Introduction for NGR6300-Curriculum Design and Program Evaluation (NGR6300 ) Course Overview NGR6300 Course Introduction for NGR6300-Curriculum Design and Program Evaluation (NGR6300 ) Course Description This course provides an introduction to curriculum design and program evaluation. It offers an understanding of educational research methods including experimental, quasi-experimental, correlation/cross-sectional, longitudinal, descriptive and interpretive data analytic procedures. Students will understand how to analyze quantitative data using SPSS statistical software. Through this course students will become familiar with different qualitative approaches to program evaluation.
Course Prerequisites and Requirements (Not Applicable)
Course Objectives The following objectives are designed to be achieved through this course:
1. Describe the relationship between measurement scales.
2. Describe what qualitative data is.
3. Describe what qualitative data analysis is.
4. Describe what quantitative data analysis is.
5. Understand how regression analysis works.
6. Understand what cluster analysis is.
7. Understand what case study research is.
8. Understand how causation in a case study can be established using qualitative methods.
9. Understand why it is important to include multiple perspectives in social science research projects.
10.Categorize four examples of different types of social science research designs.
11.Describe three examples of different types of data collected from the field during a social science research project that will help you formulate a logical argument or report on your findings.
12.Describe three types of questionnaires used in a social science study that may be used during a survey about school climate or student behavior
13.Describe several categories of measures used for measuring well-being
14.Describe several categories of measures used for measuring health outcomes
15.Describe several categories of measures used for measuring behavioral outcomes
16.Categorize each measure according to its intended purpose
17.Describe each measure according to its conceptual framework or theoretical perspective and explain how it relates to your field or discipline
18.Write a proposal describing the methodology you would use in your field or discipline for collecting primary data for your research project or thesis proposal, including design details such as time frame, budget and number of participants, if applicable; identify at least three items you would include in your proposal before submitting it to the College Research Proposal Board (CRPB) for review prior to submitting it to faculty members for final approval;
19.Determine whether any particular methodology would be more effective than others for collecting primary data as part of your research project or thesis proposal;
20.Identify at least five sources you would use for collecting primary data about your topic;
21.Evaluate at least two secondary sources available on the Internet related to your topic; identify at least three sources you would use in evaluating these secondary sources;
22.Compare at least two theories relevant to educational leadership and management; describe how they relate to each other; select one theory from each group and write an essay based on specific criteria that compares the differences between these two theories; outline key differences between leadership theories;
23.Select one theory from each group and write an essay based on specific criteria that compares key similarities between two leadership theories;
24.Evaluate each leadership theory within its historical context by citing major contributors and arguments regarding various issues surrounding that particular theory’s development;
25.Evaluate four current debates within leadership studies by citing arguments regarding current debates within leadership studies regarding such topics as:
a). Current Controversies Regarding Leadership Style,
b). Current Controversies Regarding Leadership Effectiveness,
c). Current Controversies Regarding Organizational Culture,
d). Current Controversies Regarding Leadership Development,
e). Current Controversies Regarding Leadership Training,
f). Current Controversies Regarding Leadership Training Methods,
g). Current Controversies Regarding Leadership Theory Generation,
h). Current Controversies Regarding Contemporary Roles In Organizations,
i). Current Controversies Regarding Increasing Diversity Within Organizations,
j). Current Controversies Regarding Workforce Diversity Within Organizations,
k). Critical Issues In Social Change Theory & Practice Within Organizations,
l). Critical Issues In Public Administration Theory & Practice Within Organizations,
m) Critical Issues In Educational Administration Theory & Practice Within Organizations
26.Write an essay analyzing a contemporary issue relevant to educational administration or leadership within an organization with which you are familiar;
27.Write an essay analyzing an issue relevant to educational administration or leadership within your community;
28.Compare/contrast two courses taught in School Psychology programs across disciplines;
29.Summarize some aspects related to developing professional relationships with parents/guardians who are involved in their children’s education process;
30.Summarize some aspects related to developing professional relationships with parents/guardians who are involved in their children’s education process
31.Discuss how long-term field experiences might enhance knowledge acquired during academic training;
32.Summarize some aspects related to interviewing techniques
33.Summarize some aspects related to individualized assessment methods
34.Summarize some aspects related psychological tests
35.Summarize some aspects related motivational interviewing techniques
36.Final paper presentation must include all required elements listed above.
37.Assessment components must be submitted by Wednesday, May 26th 2015.
38.The Final Project Proposal Submission must be submitted by Wednesday, June 16th 2015.
39.The Final Project Presentation must be presented on Wednesday July 1st 2015.
40.The Grade For this course will be determined based on participation participation grade (grading scale attached below) , class participation grade (grading scale attached below), Final Project Presentation grade (grading scale attached below) , final paper presentation grade (grading scale attached below), final project portfolio submission grade (grading scale attached below).
41.Expected learning outcomes achieved:
41A.Assessment: To show Proficiency level skill set through assessment component assigned Below:
41B.Course: To show Proficiency level skill set through assessment component assigned Below:
41C.Research: To show Proficiency level skill set through assessment component assigned Below:
41D.Course Proposals: To show Proficiency level skill set through assessment component assigned Below:
42.Students’ Accomplishments: To show Competency level skill set through assessment component assigned Below:
Grading Scale Chart
70-79 % – A
70-79 % – B
69-69 % – C
68-59 % – D
Course Learning Outcomes Statement: At the end of this course students should demonstrate understanding appropriate levels of skills developed through application practice observation reflection mastery evaluation contextualization application inspection appropriate references understanding concepts development standards applied learning state-of-the-art evidence practice selected problem solving history contemporary practice recent research
College Related Capstone Experiences Statement : At the end of this course students should demonstrate understanding appropriate levels skills demonstrated appropriate levels developed application practice reflection mastery evaluation contextualization application inspection error detection intervention correct service planning history thought patterns technique selection philosophy ethical action problem solving new knowledge modern technology evidence practice state-of-the-art evidence contemporary practice recent research
Department Related Capstone Experiences Statement : At the end of this course students should demonstrate understanding necessary appropriate levels develop skills demonstrated ability applied practice reflection mastery evaluation contextualization application inspection appropriate references summary applying materials feedbacking problems work experience intervention correct service planning history thought patterns condition selection philosophy ethic action problem solving new knowledge modern technology evidence practice state-of-the-art evidence contemporary practice recent research
Departmental Capstone Experience Statement : At the end of this course students should demonstrate understanding needed levels develop applied skills evidenced solution applied applications maintenance integrity guidelines funding priorities quality services efforts subject matter expertise modern technology ethics service practices management principles political system resources national policy communication strategies decision making leaders organizational forms environment critical thinking critical appraisal basics logic diagnostic interpretation knowledge processing decision making systems models approach development
Departmental Capstone Experiences Statement : At the end Of This Course Students Should Demonstrate Understanding Necessary Levels Develop Applied Skills Evidenced Solution Applied Applications Maintenance Integrity Guidelines Funding Priorities Quality Services Efforts Subject Matter Expertise Modern Technology Ethics Service Practices Management Principles Political System Resources National Policy Communication Strategies Decision Making Leaders Organizational Forms Environment Critical Thinking Critical Appraisal Basics Logic Diagnostic Interpretation Knowledge Processing Decision Making Systems Models Approach Development Assessment Criteria
Grading Scale Chart
70-79 % – A
70-79 % – B
69-69 % – C
68-59 % – D
Appendix A Attachments:
Appendix A_2 Instructions.docx Follow This format when citing information from other websites:
• Web address — www.instructions.com —— Website Title & URL The title page contains basic information about the assignment including date due, instructor name, title page number,
• Author — Last Name First Initial Title Place issued Name & Initials Place Issued College Type (type only)
• Date —Month Day Year Published Information about date includes website title/sub-title hyperlink text author’s name
• Page Number Page Number(s) Format— page number(s)
• University Library Reference List – University Library Use APA style format • Print out University Library Reference List – University Library Use APA style format • Write OUTLINES OF EACH SOURCE USED OUTLINE OF EACH SOURCE USED IN THE APA STYLE FORMAT ONLY IN APA STYLE FORMAT • Correct spelling MUST BE COMPLETED ALWAYS USE THE SAME SPELLING FOR ALL SOURCES YOU WILL USE IN YOUR FINAL PAPER ON THIS COURSE • DO NOT INCLUDE A DOI NUMBER FOR ANY SOURCE YOU HAVE USED OR REFERENCED USING APASTYLE THE DOI NUMBER IS REQUIRED TO LINK TO WEB SITE PAGES OR IF THERE IS NO DOI NUMBER PLEASE MAKE SURE YOU DO NOT USE THE LINKED WEB PAGE AS IT WILL SEND YOUR STUDENT DIRECTLY TO THE WEBSITE AND MAY DESTROY YOUR CREDIT AT THE UNIVERSITY LIBRARY • Make sure you format all material according TO APA STYLE FORMAT AS DESCRIBED ABOVE • APA STYLE FORMAT DOES NOT REQUIRE FOOTNOTES OR ENDNOTES APPENDIX B Define Conceptual Framework Abstract Identify The Concepts You Will Study And Explain How They Relate To Your Field Of Study In Particular …Write An Outline That Describes Each Concept And Includes A Short Definition Of Each Concept .
Appendix C_Agrarianism Alternative Perspective Text Table Example …………………………………………………………………………………..…………………………… Contextualization Analysis
Bibliography Tab Abstract Table Example …………………………………………………………………………………..…………………………… Contextualization Analysis ……………..
Appendix D_Observation Protocol Paper Example …………………………………………………………………………………..…………………. Contextualization Analysis ……………..
Appendix E_Assessment Protocol Paper Example …………………………………………………………………………………..…………………. Contextualization Analysis ……………..
Appendix F_Research Question Evaluation Criteria Figure Example ………………………………………………………………………………………….…. Contextualization Analysis……
Appendix G_Assignment Guidelines Content Checklist Essay Assignment Checklist Topic Ideas Essay Topics Components Of Essay Component List Topic Structure Examples Short Paragraphs Thesis Organization Paragraph Length Conclusion Organization Paragraph Length Outlines Conclusions Scholarly Resource Bibliography References Conclusion Conclusion Scholarly Resource Bibliography References Conclusion Conclusion Placement Placement Types Block Font Placement Block Font Placement Other Formatting Styles Word Count Word Count Format Typeface Style Typeface Style Font Size Font Size Spacing Spacing Appendices Appendices How Many? Summary Summary Weighted Summary Weighted Summary Weighted Summary Weighted Summary Weighted Summary Sample Outline Sample Outline Sample Outline Sample Outline Sample Outline Sample Outline View Full Sized Version View Full Sized Version View Full Sized Version View Full Sized Version View Full Sized Version View Full Sized Version View Full Sized Version View Full Sized Version View Full Sized Version View Full Sized Version View Full Sized Version Sample Worksheet Worksheet Worksheet Worksheet Worksheet Worksheet Examples Examples Examples Examples Examples Research Papers Research Papers Research Papers Research Papers Literature Literature Literature Literature Literature Literature Literature Sociology Sociology Sociology Sociology Sociology Sociology Religion Religion Religion Religion Religion Religion Religion Philosophy Philosophy Philosophy Philosophy Philosophy Biochemistry Biochemistry Biochemistry Biochemistry Biochemistry Biochemistry Biostatistics Biostatistics Biostatistics Biostatistics Biology Biology Biology Biology Biology Biology English English English English History History History History History History History World Geography World Geography World Geography World Geography World Geography World Geography Economics Economics Economics Economics Computers Computer Science Computer Science Computers Computer Science Computers Computer Science Computers Computer Science Computers Computer Science Computers Computer Science Computers Computer Science Humanities Humanities Humanities Humanities Humanities Anthropology Anthropology Anthropology Anthropology Anthropology Archaeology Archaeology Archaeology Astronomy Astronomy Astronomy Astronomy Astronomy Astronomy Astronomy Astronomy Chemistry Chemistry Chemistry Chemistry Chemistry Ecology Ecology Ecology Ecology Ecology Physics Physics Physics Physics Psychology Psychology Psychology Psychology Chemistry Chemistry Chemistry Geology Geology Geology Geology Cell Biology Cell Biology Cell Biology Cell Biology Cancer Cancer Cancer Cancer Cell Biology Cell Biology Cell Biology Cell Biology Cell Biology Cellular Immunology Cellular Immunology Cellular Immunology Cellular Immunotherapy Cellular Immunotherapy Cellular Immunotherapy Cellular Immunotherapy Cellulair immunotherapie Deakin Review Centre Deakin Review Centre Deakin Review Centre Deakin Review Centre Deakin Review Centre Deakin Review Centre Deakin Review Centre Deakin Review Centre Deakin Review Centre Deakin Review Committee Report Committee Report Committee Report Committee Report Committee Report Committee Report Committee Report Control Group Control Group Control Group Control Group Control Group Control Group Control Group Control Group Extension Module Extension Module Extension Module Extension Module Extension Module Extension Module Extension Module Extension Module Extension Module Image Scoring Matrix Image Scoring Matrix Image Scoring Matrix Image Scoring Matrix Image Scoring Matrix Image Scoring Matrix Image Scoring Matrix Video File Upload File Upload File Upload File Upload File Upload Grading Requirements Grading Requirements Grading Requirements Grading Requirements Grading Requirements Grading Requirements Grade Point Average Grade Point Average Grade Point Average Grade Point Average Grade Point Average Grade Point Average Degree Program Goals Degree Program Goals Degree Program Goals Degree Program Goals Degree Program Goals Degree Program Goals Determining Courses Determining Courses Required Courses Determining Courses Required Courses Determining Courses Required Courses Determining Courses Required Courses Determining Courses Required Courses Determining Courses Required Courses Determining Classes Determining Classes Determining Classes Required Classes Determining Classes Required Classes Determining Classes Required Classes Determining Classes Required Classes Determining Classes Required Classes Determining Classes Required Classes Appendix H_Undergraduate Certificates Assessment Manual Appendix I_Non-Degree Certificate Assessment Manual Appendix J_Definitions Definitions Appendix K_Credit Units Definitions Appendix L_Academic Integrity Definitions Appendix M_Higher Degrees Submission Form Defining Your Term Letter Formation Writing Your Term Letter Form Writing Your Term Letter Form Writing Your Term Letter Form Writing Your Term Letter Form Reference Links Resources Resources Resources Resources Resources Sources Sources Sources Sources Sources Sources References References Resources Index
NGR6300 Course Description
Corequisite: NGR6150, NGR6200, and NGR6300
This is a second semester course designed to provide the student with additional experience in curriculum development and evaluation for online and distance education courses. Emphasis will be placed on the design of educational programs using technology as a tool for instruction.
At the end of this course, the student should be able to:
– Discuss how technology can support educational program design.
– Apply research findings to program design decisions.
– Analyze how students learn, retain, apply knowledge, and evaluate information using technology.
– Apply basic understanding of human learning principles to design effective online or distance education courses.
– Use time management techniques in planning online or distance education courses.
NGR5300 Project Planning (NGR5300 ) (2-2-0)
A project is any initiative which has an identifiable scope and schedule. An essential element of every project is organization. This course provides students with practical experience applying organizational techniques to successful project planning in order to increase efficiency and reduce cost while maintaining high quality standards.
At the end of this course, the student should be able to:
– Demonstrate knowledge of major factors that affect project planning.
– Identify appropriate approaches to project planning based on group needs.
– Create a simple project plan for any type of projects including non-project based work.
– Present their project plan clearly in a concise manner demonstrating an understanding of what they are going to do.
NGR6001 Instructional Design and Delivery (NGR6001 ) (3-3-0)
Prerequisite: NGR5405 or equivalent
This course provides students with practical experience using instructional design models to create quality educational resources. The goal is to create learning experiences that integrate best practices into pedagogical strategies used in different modalities, from print-based materials through digital platforms.
At the end of this course, the student should be able to:
Design instructional materials using theories of learning appropriate for diverse learners.
Integrate information literacy into instruction within various settings such as print-based materials, e-learning materials or interactive television programming.
Design assessment tools such as portfolios or rubrics that are aligned with learning objectives.
Note: Course content changes annually so it may be necessary to register for one or more classes if your area(s) include additional requirements.
Universities Offering the NGR6300 Course
at Johns Hopkins University have a reputation for rigorous scholarship, innovative pedagogy, and high-quality instruction. The program is intended to provide students with the core competencies necessary to design and evaluate curriculum programs.
Offered by the College of Education at Columbia University
Curriculum development (both conceptual and practical) for use in a range of higher education settings is critical to making effective educational interventions that are sustainable. This course will support you in understanding best practices in curriculum development, including professional development methods; content areas; instructional strategies; and evaluation methods. You will also learn how to work collaboratively with faculty and other stakeholders, including parents, administrators, and community representatives.
Offered by the College of Education at Georgia State University
This course examines how to design curricular materials that inspire engagement across diverse student populations, reflect local context, support student learning outcomes, meet institutional mandates, and align with university mission. The course offers a full spectrum of curricular design tools including strategic frameworks (e.g., thematic units), inquiry-based learning projects, assessment methods and tools, learning experiences (e.g., extended assignments), online/face-to-face delivery modalities (e.g., blended), and approaches for supporting interdisciplinary collaboration.
Offered by the College of Education at George Mason University
The field of Curriculum & Instruction seeks to create transformative change in learning environments through intentional design. This course provides an opportunity for students to develop their expertise in this area by applying principles of instructional design as it relates to both traditional classrooms as well as more contemporary settings.
Offered by the College of Education at George Washington University
Our program provides unique opportunities for you to develop expertise in curriculum evaluation as well as instructional knowledge specific to online courses in a variety of discipline areas including: Adult Education Mathematics & Science Special Needs Disabilities Secondary Teacher Preparation Early Childhood Professional Development Early Childhood Ed Learning & Assessment Educational Technology Literacy Studies Student Affairs Management
This core course helps students develop their expertise in examining curriculum materials used within classrooms or other settings. You will learn about current issues related to curriculum quality and use.
The goal of this course is to provide practical experience with using evidence-based practices in practice teaching settings. Examples include: looking at instructional plans using Common Core standards; observing evidence-based instruction using formative assessment; attending professional development sessions on evidence-based practices; reflecting on lesson planning using reflective journaling techniques.
The goal of this capstone course is for students working on advanced degree programs or teaching experience abroad experience with hands-on curricular projects that leverage resources such as online platforms, media production equipment or other technologies.
Examines how current theories regarding educational psychology are applied within various contexts: diversity training and cultural sensitivity training; culture shock experiences with foreign countries; workplace training applications via video conferencing tools; multicultural communication skills building applications for instruction; counselor training applications via social media tools; multimedia presentations that build global competency.
Course designed for individuals who teach technology courses that incorporate computer science concepts into their content while utilizing various computer programming languages.
Offered by the College of Education at Iowa State University
Curriculum Development teaches professionals how to conceive curriculum changes that align with high school standards. Students will examine key components associated with each stage (creation/modification/study) of implementation through an integrated approach from multiple perspectives. The primary focus is the study component that can be used when creating new standards-aligned curricula or revising existing ones. Particular attention is given to the meaning-making process through which one selects questions that may guide curriculum changes.
This course examines how teachers use different digital literacy strategies when designing instruction across a variety of content areas focused on improving student achievement from pre-kindergarten through college level coursework as it pertains to the use of information technology technologies in education today.
This course provides you opportunities for practice around assessment practices utilized when implementing evidence-based practices and/or data-driven decision making in relation to your own classroom practice or setting up systems related specific goals/objectives/milestones/dates/workload/etc..
This core course explores multiple research methods aimed at evaluating issues surrounding children’s health behaviors such as food intake habits related childhood obesity among adolescents.
The purpose is assisting students who have taken a basic math course but find themselves lacking foundations relating specifically towards mathematical reasoning ability regarding analysis versus exposition/communication skills used within teaching mathematics courses taught at technical schools/facilities where there may be limited access points towards conceptual math opportunities however there are concepts directly applicable towards math coursework because they need strong analytical abilities toward solving problems based upon numbers but not necessarily verbal skills required within those subjects because they don’t quite comprehend what those terms mean or why certain steps were taken prior due only toward numbers involved in those terms/symbols etc..
Assessing student comprehension requires both frequency scores and measurement error models which allows us specifically measure student performance over time within multiple assessments administered throughout the year allowing us optimize our approaches toward meeting our goals/objectives/etc…
This three day workshop was developed based off a custom assignment provided by Dr. Yvette Ayers detailing a set number based system structure built off real-life client contracts which allow us take advantage/have access into larger accounts from “smaller” ventures offering just business credit lines…
In order for any organization/business/etc.. involving human resources (HR) initiatives/matters involved therein/company/etc.. it’s always important we take advantage/have access into real-life clients/practices/clients/partners/etc.. via “real-world” means…
NGR6300 Course Outline
Course Syllabus – NGR6300 – Curriculum Design and Program Evaluation
12 PowerPoint Presentation
13 University of Notre Dame
14 Demographics of the population of Maryville, TN
Maryville: Population 100, ,000 (76%) Male : Female 21:1 (population ratio) Median age: 31.2 years (1,000 population) Median household income $49,000 (1,000 population) 47% percent of residents are college graduates Percent of households in poverty: 11.6% Number of public schools: 5 Catholic schools: a Catholic school is defined as a school with at least one campus administered by a Christian church or Protestant denomination.
15 Demographics Maryville Population Male Population Female Population Age:
Population Growth Rate % Age Growth Rate % Hispanic Americans * Annual Average Inhabitants *Population Growth Rate % Hispanic Americans * Annual Average Inhabitants * Growth Rate Hispanics Population Growth Rate Source ** Noted Percentages are rounded for ease of analysis
City/Town is located at the intersection of I-40 & US-64 West Virginia and Tennessee There are about four-lane highways that connect to Springfield, IL & Memphis, TN & Knoxville, TN. Major cities surrounding Maryville include Knoxville, TN and Memphis.
The City/ Town maintains a Chamber of Commerce website to reach out to local citizens.
Visit www.maryvillemo.com to find out more about the community! The city/ town has been recognized as an ABC Business Community.
18 Demographics Church Attendance Religious Preference:
Notable Places To Visit/Museums Museums Devil’s Fork State Park Abandoned Building Living History Museum City Hall Indian Mound Historical Center Heritage Park Historic Site Church/Missionary Sunflower Pottery House Marbled Horse Farms Renaissance Sanctuary Confederate Cemetery Christian County Museum Valley River Farm Lumber Company
19 Demographics Colleges/Universities
North Central Missouri College University Of Missouri-Columbia University Of Missouri-Kansas City University Of Missouri-St Louis Mount Saint Mary’s Seminary St. Louis Community College St. Louis University Washington University in St. Louis Illinois State University Washington & Jefferson College Edward Via College Of Osteopathic Medicine Chicago State University Washington University in St. Louis Benedictine College Cottey College
20 Public Schools
Public schools provide education for students who do not attend a private school.
School districts: Rezombeckville School District Hays School District McPherson School District Monett School District Monett Area Education Association Monett Schools Hancock County School District Massie-Armstrong School District Shawnee Mission School District Stoneman Creek Baptist Academy Fairway Independent Schools Gentry Middle School Gentry High School Powell Middle School Scott Elementary School Raytown High School SM East Elementary Scott Elementary Schaffer Elementary Scio Middle-Scott County Junior High Scio Junior-Senior High Shiloh Elementary Schoenchen Elementary Southmoore Elementary Smithwood Middle-Jackson County Southside Elementary Smithwood Junior-Senior High Springview Elementary Wildwood Intermediate-Jackson County Wildwood Jr/Sr High West Central Middle-Jackson County West Central Jr/Sr High White Oak Consolidated-Woodson County White Oak South-Jackson County Windrose Jrs./Sr High-Woodson County
21 Demographics Maryland Heights Teachers Group
Maryland Heights Teachers’ Group consists of thirteen teachers from Maryland Heights and the surrounding areas working together to better their classroom practices through education and networking.
See you at the November meeting!
22 Thank You!
If you have any questions please contact me via email at:
23 Thank You!
Lori Freeman Educator Consultant Local Resource Coordinator DMV Office Services Division DMV-Notary Public Training Bureau Office of Professional Development DSS Mission Support Department Job Placement Division UIA Fiscal Agent Local Employment Office Licensed Insurance Agent Lutheran Senior Services
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NGR6300 Course Objectives
1. Describe the principal curriculum concepts that underlie effective instruction.
2. Use assessment data to design a comprehensive unit of study, lesson plans, and student activities.
3. Apply appropriate instructional strategies for small group work in varied learning environments.
4. Evaluate classroom effectiveness and instructional strategies, including the use of technology, with fidelity to the curriculum framework.
5. Analyze and evaluate public school curricula from both an international and domestic perspective.
Course Objectives for Biology 1030 – Human Anatomy & Physiology (BIO 1030)
1. Analyze the organization and function of living organisms at different levels of organization: cells, tissues, organs, systems, organisms.
2. Demonstrate knowledge of anatomy and physiology in relation to human function.