1. To develop an understanding that science is an exciting and rewarding adventure.
2. To promote an understanding of the scientific process based on the importance of objective observations that integrate creative and critical thinking with the formation and testing of hypotheses.
3. To give an enhanced appreciation of the role of quantitative approaches in advancing scientific understanding.
4. To give an appreciation of the importance of computers to basic tasks such as calculations, image processing, simulation, and modeling as well as more sophisticated scientific tasks such as hypothesis generation and testing, data analysis and interpretation.
5. To heighten an appreciation of the role of increasingly sophisticated modern instrumentation in scientific experimentation.
6. To explore which questions are best answered by science, for example, questions about how the natural world functions.
7. To bring informed judgment to bear on scientific and technological issues, e.g., communications, access to information, medicine-and life itself.
8. To be able to articulate some of the implications of scientific understanding for the future of our world.
9. To develop integrative thinking skills: that is, the ability to synthesize diverse scientific information into a more complete and meaningful whole.
10. To enhance the development of basic critical thinking skills: to distinguish sense from nonsense.
Reasonable assessments that the faculty can manage are:
1. Problem solving skills will be tested by hour exams-with questions that test reasoning rather than a student's ability to recall memorized facts.
2. Written communication skills will be assessed by grading lab reports, term papers, and/or essays.
3. Group Learning activities-for which the informal lab period is ideally suited- will be used to foster oral communication skills.
4. There should be at least one intensive learning experience. e.g., a modest research project involving the use of the library and the Internet.