Compare And Contrast Essay On Biology 121

No matter what profession you are pursuing, it is important to thrive and succeed in whatever courses you are taking. For those of us who are premedical students, we must abide by a strict curriculum. These classes can be a variety of things, but most of them relate to science and math in some way, shape, or form. However, everyone has to take general education courses. Since I am a biology major, I thought this would be the perfect opportunity to compare two prospective courses I could be taking next semester. One of these classes, specifically, is Biology 121. Biology 121 is the first half of a two-semester introduction over the major components of Biology. The course discusses molecular and cellular biology, genetics, and evolution. The
In other words, a grade of ninety to one-hundred percent is equivalent to an A, a grade of eighty to eighty-nine percent is the equivalent to a B, etc. Dr. Ryan Udan’s class meets on Tuesdays and Thursdays from 8:00 a.m. to 9:15 a.m. in Temple 1. When I attended his lecture, I would say there were anywhere from 100-150 students present. Dr. Udan arrived fairly early, and started off the period with a considerable amount of review from the previous class. The utilization of PowerPoint was prevalent, as well as the summarization of main points and key concepts throughout his presentation. I felt as though he is not completely polished in the art of teaching, and acted a little uneasy at the beginning of the class. However, as time progressed, he did seem to loosen up and become more comfortable with the environment. Moreover, there were about three mini-quizzes during my time there via Turning Technology devices. This implies that these quizzes are quite common, and several are most likely given throughout daily lessons. I actually conducted my student interviews prior to the beginning of class, and randomly chose three students as they were entering the
I felt that these quizzes, too, were a common occurrence during everyday lectures. In this instance, I again interviewed three randomly chosen students before they entered the classroom, and asked them the same general questions I had asked the other students previously. Their feedback, however, was greatly varied. Nonetheless, it made sense given the number of students in the class. One student claimed Dr. LaMontagne was a dreadful teacher and did not explain things well. But another had a contradictory statement. They thought that Dr. LaMontagne was indeed a fine professor, and they rather enjoyed his class. The third pupil I questioned felt indifferent; they thought Dr. LaMontagne was a proficient professor, but they were not a fan of the pace and the atmosphere of the class. Overall, the responses differed greatly. When I asked them my final pending question, “Would you take this class again with the same professor?” two students said yes, and one said no. Being able to actually immerse myself in the classroom gave me a first-hand perspective as to how each class was conducted. In doing so, I was able to make up my own mind about which class I would prefer and not solely rely on other people’s thoughts and individual