Integrating Concepts in Biology​

by Campbell, Heyer, Paradise
© 2024 Edition   Trunity    Trubooks: Digital Textbooks and Digital Learning Solutions
ISBN: 978-1-63097-050-5
                                                                                                                  
Textbook Level: Two-semester/One-year Introductory College, AP Biology
Audience: Life Science Majors, Premed, AP Students
Course Type: Interactive Lecture, Data-Rich, Vision & Change, Flipped Learning

Everything you need to start teaching from day one!

✓ A complete digital learning solution.
✓ All videos, interactive learning, and course management tools are built into your textbook.
✓ At any time, you can customize and add your own content.
✓ Designed for minimal prep and easy teaching, so you can focus on what you love to do.
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Simply the best way to teach biology.

 

ICB has been demonstrated to improve student learning outcomes

Integrating Concepts in Biology (ICB) is an introductory college textbook designed for life science majors, premed, and AP students (College Board Approved with a 99% alignment score). Implementing the recommendations of vision and change, this book re-envisions the teaching and learning experience with an active learning inquiry based approach emphasizing critical thinking, quantitative reasoning, and data interpretation. 

By focusing on the process of science, Integrating Concepts in Biology improves retention of core concepts and proficiency in core competencies. Students interact with real data to construct their own knowledge and connect their understanding to every day life. No other biology textbook has published data showing how it benefits teachers and students.

Note: ICB is a complete two-semester / full year program. It can be purchased as a half-book for a single semester.
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How ICB will enhance your classroom: 
  • Reduce Student Achievement Gap: Fewer students fall behind using ICB because core concepts are emphasized over memorization of details.
  • Increase Student Engagement: Students prefer ICB’s engaging style over typical books, and the case studies draw students in so that they want to learn. 
  • Improve Retention Rates: When an instructor adopts ICB, more students continue taking biology courses and course evaluations typically improve as well. 
  • Students Retain Information Longer and Develop Critical Science Skills: Students using ICB outperform students using a typical textbook on multiple assessment instruments that measure content and critical thinking skills on multiple levels of Bloom’s taxonomy. 
  • Better Teacher Experiences: Peer-reviewed publications show that using ICB for more than one year reduces teacher preparation time for classes and course evaluations typically improve as well. 
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​Students appreciate how ICB prepares them for a future in science:
  • Students practice science during class, engaging with interactive data that reveal key insights into published scientific discoveries.​ You'll see them start to think and communicate like scientists.
  • Students retain information longer by focusing on core concepts rather than cramming for tests and memorizing terms they will soon forget.
  • AP Biology, MCAT and GRE tests ask similar questions to the “Integrating Questions” found throughout every chapter. 
  • Students apply what they learn from ICB to excel in upper level courses.
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Some of the schools that have adopted ICB
Davidson College  |   Published Nov 9, 2018
​Text Upends Conventional Teaching of College and High School Biology

​Prof. Malcolm Campbell is the recipient of the 2018 Four-Year College & University Biology Teaching Award from the National Association of Biology Teachers (NABT), a leading organization committed to life science education. Campbell, a trailblazer in bringing genomics into the undergraduate curriculum, created and directs the James G. Martin Genomics Program at Davidson. A textbook he developed with colleagues Prof. Laurie Heyer and Prof. Chris Paradise is revolutionizing the way biology is taught in high schools and colleges.
Exploring Race
Sexual Identity and 
Global Environmental Change
Through Data Interpretation 
and Classroom Discussion
Over the past summer the ICB author team has created some exciting new content that is absolutely loved by students. These new sections bring “controversial” social topics into the biology classroom - helping instructors addresses these important and complex topics: race, sexual identity, and human influences on the biosphere.  These are topics that traditional biology textbooks shy away from, even though students themselves are engaged on these topics, and biology courses are a natural place to address them.

To broaden the material’s reach and application, we also offer ICB: RSG as the stand-alone collection seen here. This enables instructors to integrate these readings into their courses, regardless of the textbook they use or the course they teach. 

If you adopt ICB: RSG for your class, students can purchase their copy for only $10.

Request a free evaluation of ICB: RSG here.
Read the recent CBE Life Science Education research article: 
Integrating Concepts in Biology textbook increases learning:
Assessment Triangulation Using Concept Inventory, Card Sorting, and MCAT Instruments, Followed by Longitudinal Tracking.
Read research article>>
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Testimonials and Endorsements for ICB

Unsolicited student feedback - Bio113
     ICB Section 6.5:   What do our genomes tell us about human evolution?
     Extra Credit Movie:  Race: the power of an illusion
I got this email as part of the extra credit movies I offered Bio113 students in lieu of seminar summaries. Progress is incremental and maybe one at a time, we can educate Whites to understand what they have ignored or been ignorant about for many years. The movie was Race: the power of an illusion. I am glad the topic of race is now mainstreamed in Bio113.
​​"This movie was not only informative, but eye opening. Along with our lecture related to using race to diagnose diseases and prescribe medicine, I feel as though I have been so blind to the reality of human biology. It is scary to know that these false stigmatisms are commonly passed on through generation and rarely corrected. It is sad to know that this knowledge is available yet people still go about their lives believing that there are many differences when in reality genetically there are very few. Appearances cannot be the only thing we base judgement off of. The sports example in the movie really changed my view. I did believe that African Americans had a greater physical ability and while I understand that most people believe that, I still feel guilty for using justifying that racial biological stereotype. I try to be a level headed person and for the most part I believe my parents raised me with good values and morals, yet I still fell into racial stereotyping. Being raised in a rich and predominantly white community I have often heard many horrific stereotypes or racial slurs which have greatly upset me. While I spoke up sometimes, I wish I had done more to stop it. Now with this better understanding, I plan to inform people of the truth and speak up for what I know is right. It is unacceptable that in this day and age these things are still misunderstood. I hope that with my generation we, as a society, can become more educated on how race is simply a social construct and appreciative of other people. It is frustrating to me that people are so negative and hateful. There is nothing superior about a race, we are all biologically the same and everyone deserves the same respect. I really enjoyed this movie and the lessons it taught me. I have a better and more clear picture of the world with this knowledge and I plan to use it."
Quote #1 - Student, Senior Biology Major
"As a minority student in STEM, reading about the issues that affect people of color in the context of biology is inviting and comforting.  In my experience, the manner in which biological sciences are taught tends to be whitewashed, and as a result students of color flock towards disciplines like public health and anthropology to fill that sociocultural void.  While it isn’t reasonable for all STEM courses to extensively address the social impacts of systemic racism, learning about topics like race-based medicine and the genetic basis of skin color are particularly relevant and important, especially for the future doctors and healthcare professionals that make up a majority of Biology majors at Davidson."
- Student, Senior Biology Major
Quote #2 - University Professor
“​ICB textbook brings doing science into the lecture classroom, in a big way.”
- Dr. Doug Luckie, Ph.D., Associate Professor of Biology, Michigan State University

Full context:
      I was happy to see a Review of the innovative textbook, Integrating Concepts in Biology, appear in the ideal venue, the journal of pedagogy power users, CBE-LSE. After nearly two decades teaching with traditional textbooks, I just completed a year teaching introductory biology using the ICB textbook, and, as a result I thought I might be well positioned to add to the conversation begun by the authors of this excellent review.
      I'll focus my contribution to just two aspects not described by Prestwich and Sheehy:
      1. You can add content: As the authors of the Book Review point out, instructors often have their own favorite topics (and ways to frame them) they like to use in teaching, and see in textbooks. Given this reality, I just wanted to mention one aspect they did not touch upon is that any faculty using the online ICB textbook can add their own sections/content to the digital book. Any essential material one feels was missed in a chapter, can be inserted, precisely as desired.
      2. ICB brings "doing science" into lecture: Much like adopting inquiry labs brought "doing science" into the laboratory part of your course, the ICB textbook brings doing science into the lecture classroom, in a big way.
      Even frequent readers of CBE-LSE, i.e. "the converted" who no longer lecture but use class meetings for evidence-based active and cooperative experiences, will find that teaching Intro Bio with 100% pure uncut ICB is a revelation and may even cause a bit of an existential crisis (did for me, but was a good thing). With ICB, everything changed. Prior to using ICB, my students were provided with mechanisms and processes, but they rarely saw the supporting experimental data. Compared to ICB, typical lesson plans with traditional textbooks are akin to cookbook labs. Instructors spend their time in lecture explaining "right answers" to students who enjoy hearing interesting stories and experiencing a variety of active and cooperative pedagogies while learning those right answers. Much like the feeling I got a decade ago when I shifted from passive didactic lecture to active and cooperative learning, ICB once again truly shifted the paradigm even further.
      Prestwich and Sheehy did a great job of summarizing much of the new pedagogy built into ICB. However, I felt adding these two thoughts would be helpful to readers. Everyone can also learn more from the essay published in CourseSource that describes the profound changes instructors experienced when using ICB (Wagner et al. 2015) as well as the student learning gains data (Barsoum et al. 2013) mentioned by Prestwich and Sheehy.
Quote #3​ - University Professor
“After only one semester, I saw a noticeable difference in students’ engagement and enjoyment of the material with ICB.  Topics like the citric acid cycle- usually one of my least interesting and most difficult lectures- really ‘clicked’ with the students.”
- Brian DeHaven, PhD.  Assistant Professor, Biology, La Salle University
Quote #4 - AP Student
“Everyone who plans on taking the ACT should take [ICB Biology] since it gives them practice thinking analytically, which is basically what the ACT is all about.”
- from a student who earned a 5 on the 2016 AP Biology test
submitted by Julie S. McConnell, MAT, NBCT, William A. Hough High School
Honors and AP Biology, Science Department Chair
Quote #5 - AP Teacher
“My students are really enjoying the approach and I truly believe this is the way we should be teaching introductory biology”
- AP Biology Teacher, Elizabeth Forrester, Ph.D. Science Department, Baylor School, Chattanooga, TN

Full context:
      “…after reviewing your textbook last year and attending the AP reading for the third year in a row, I decided to adopt ICB as the only text for my AP Bio course this year. My students are really enjoying the approach and I truly believe this is the way we should be teaching introductory biology. My experience at the reading this year was an eye opening one for me. 
      I hope I can be an advocate for your textbook in the AP Biology arena not only to other teachers and professors but also with ETS and the college board (I'm also a question writer). One problem in the AP Bio world is that many teachers have little training in research and they are not comfortable with this approach. In fact, I piloted a couple of BMEs last year at McCallie in AP and in a Honors Bio class. Another Honors Bio teacher would not teach the BME because she couldn't understand how to interpret the data herself. Unfortunately, I think that is the case for many high school science teachers that have been trained in "teaching" first and "science" second. This is where ICB could make a huge difference! 
       ​Thanks for all of your help and your work in introductory biology. ICB is an amazing resource and I appreciate all of the work that went into developing this textbook.”
Quote #6 - University Professor
“Their new book represents a very ambitious attempt to rethink how biology is taught, and I commend the authors for their courage and originality.” 
- Bruce Albert, Ph.D.
Professor, University of California, San Francisco
Former President of the National Academy of Sciences
Former Editor-in-Chief of Science
2014 recipient of the National Medial of Science

Full context (Foreword to the ICB textbook):
      "Typically disorganized, I failed to sign up for high school biology early enough to get one of the limited slots in the courses being offered. As a consequence, my first course in biology was taken as a freshman at Harvard College. Luckily, the textbook used for its second semester was the just-published Principles of Zoology, by Columbia professor John A. Moore (Oxford University Press, 1957). More than 50 years later, I would write the memoir for this great scholar and educator for the National Academy of Sciences. 
      As was the case for that much earlier textbook, Campbell, Heyer, and Paradise stress the importance of all students learning to appreciate "science as a way of knowing", paying much less attention to laying out the large collection of "facts" that biologists have discovered about the living world. Principles of Zoology used a step-by-step, detailed history of important discoveries to present this subject that I found fascinating and engaging. But, as our knowledge of biology has exploded, introductory biology textbooks have increasingly felt forced to omit such detailed history, in order to make room for the massive amount of information that is covered.
      Their new book represents a very ambitious attempt to rethink how biology is taught, and I commend the authors for their courage and originality. It returns to Moore's "less is more" philosophy, but the approach is quite different. History is reinstated, but now most of the figures present original data to be analyzed. Moreover, every section is written around a question, such as "How does DNA communicate information to a cell?" or "Is there anywhere on Earth devoid of life?". In addition, important new goals have been explicitly added, connecting biology to current issues in the news (Ethical, Legal, Social Implications), as well as to quantitative analyses (Bio-Math Explorations). I also commend the skillful use of connections to the Internet, which actively engage the student in explorations.
      Like many others, I am a great believer in making students struggle with a problem before being told the answer, which research shows to be a powerful way to generate deeper learning. Here a device used is the frequent insertion into the middle of the text of a tool called Integrating Questions. Students must discipline themselves to avoid the lazy path of skipping to the answers that quickly follow in the text, if they are to obtain maximum benefit from this tool. But will they do so?
      This last question allows me to make my major point, which is that Integrating Concepts in Biology by A. Malcolm Campbell, Laurie J. Heyer, & Christopher Paradise represents an important new experiment in textbook publishing. Hopefully the availability of this text will stimulate even more innovation around the globe, accompanied by scientifically based research to measure effects on learning. Only in this way can we produce the advances in education that are urgently needed to facilitate a much greater appreciation and understanding of science by humanity -- an outcome on which the future of civilization may depend."
Quote #7 - Book Review
“ICB represents the core of an approach that is likely to excite and engage students more than does a more traditional course.”
- Drs. K. N. Prestwich, Ph.D. and A. M. Sheehy, Ph.D.
Textbook Review by Biology faculty at the College of the Holy Cross

Full context published here:
http://www.lifescied.org/content/14/3/fe3.full 
Quote #8 - Certification Site Visit
As part of its PULSE Certification Pilot Site Visit, they said the DIBS course, “offers a highly innovative introductory biology sequence with integration of concepts in a new approach that may be just what the authors of [Vision and Change] had in mind. Instead of traditional clustering of topics by level of organization, [the course] organizes information by [core] concept and then explores how those concepts manifest at different levels of organization.” This introductory course sequence was cited repeatedly in the written PULSE evaluation and contributed to the overall Departmental rating of PULSE Progression Level III: Accomplished, which was the highest of all eight institutions evaluated. 
- PULSE Fellow Pilot Vision and Change Certification Program site visit
 (Partnership for Undergraduate Life Sciences Education) 

Full context described here:
http://www.pulsecommunity.org/page/pulse-progression-levels-announced 
Quote #9 - University Professors
“[Students] are making great innovative connections between concepts and have begun to talk more like scientists…”
- Drs. James Wagner, Ph.D. and Belinda Sly, Ph.D.
Transylvania University, Biology Department 

Full context:
      ICB was published in August 2014 and rapidly adopted at six institutions, including Transylvania University (TU), an undergraduate institution in Kentucky with about 1,000 students. A subset of Davidson College (DC) and all TU biology faculty use ICB for a two-semester introductory biology sequence that includes laboratory sessions both semesters. Classes are composed of 24 (TU) or 32 (DC) students, most of whom are first year students and interested in a science major and/or a career in health care. Despite slight differences in approach between DC and TU, we believe ICB has been very successful in engaging students at both institutions with the material in a way that is much improved over previous iterations of our courses. As a result, TU and DC students have become more sophisticated in how they think about biological ideas. They are making great innovative connections between concepts and have begun to talk more like scientists, as illustrated with quotes from three TU students:
  • "Yes, the bar graphs look different, but are they significantly different?"
  • "The way the Yucca moths lay eggs on the cactus flowers reminds me of optimal foraging theory... can we use that idea here?"
  • "What is an individual? I mean, is a worker bee an individual? Is the hive the individual? I am confused."

Full article published here:
http://www.coursesource.org/courses/an-active-textbook-converts-vision-and-tweak-to-vision-and-change#tabs-0-content=1 
Quote #10 - University Professor
“Integrating Concepts in Biology has been a huge improvement over traditional textbooks.  As the professor, I love it because we spend class time going over data and working through problems together instead of just listening passively.  The students love it because of the price, the clarity…and, of course, their higher grades.”
- Brian DeHaven, Assistant Professor of Biology, La Salle University
Quote #11 - Undergraduate Students
“The main goal of the course was to make us think for ourselves and [it] was successful.”
and:
“I was able to take my learning into my own hands… I felt less reliant upon ‘being taught’ and more capable of teaching myself.”
​- Anonymous undergraduate course evaluation quotes 
Quote #12 - Student - AP Biology and High School Senior
Thank you for writing the section on human race. I am biracial, with a Black father and a White mother. When I read about race-based medicine and the “Black blood pressure medicine” I called my paternal grandmother because she has high BP. She was taking the Black BP medicine! She contacted her physician and now she is not taking that medicine any more and doing fine. Personally, my family physician had me fill out a family medical history when I turned 18. All they wanted to know about was my Black father’s family history, but they never asked about my White mother’s family where there are many more medical conditions than on my father’s side. It made me so angry that my physician was treating my Black ancestors differently than my White ancestors. I would not have known how bad race-based medical treatment is if I had not read the ICB section on human evolution and race. Thanks again.
~ Jada, AP Biology student and high school senior
Quote #13 - AP Biology Teacher
Actually, just so you know, I did ELSI 9.2 not just with my students but also their grandparents because it was Grandparent's Day. Students and grandparents interpreted the data in ELIS 9.2 and then we jumped to Fig 6 of the paper and students and grandparents worked to interpret that data once after I gave them the background on the paper and the students discussed the commentaries. One grandfather in the class was a neurologist and he had so much fun! He was very impressed by the textbook and asked me to pass along his compliments to the authors. I could not have these conversations without your textbook! 
- AP Biology Teacher, Elizabeth Forrester, Ph.D. Science Department, Baylor School, Chattanooga, TN
​Quote #14 - Lecturer of Biology
Using ICB is starting to get fun with some of the students.  I think one of the challenges we have is many of these students are very effective “strategic learners” (grade focused) and we need to develop more support, in class and institutionally, to better promote and prepare them for their transition to deep learners.  This text is helping tremendously.

- Lecturer of Biology, Jonathan N. Lawson, Ph.D. Department of Biology, Baylor University

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Pricing Options for Integrating Concepts in Biology

Standard Pricing:
 Higher Ed: $89 (ISBN: 978-1-63097-050-5​)
 Standard half book (chapters 1 - 15): $54 (ISBN: 978-1-63097-024-6)
​ Standard half book (chapters 16 - 30): $54 (ISBN: 978-1-63097-025-3)
 K12/AP: $45  (1 year license) (ISBN: 978-1-63097-026-0)

Custom Textbook Pricing:
This Trubook can be customized to fit your needs. You may select desired chapters and even combine with chapters from other Trubooks. :

The cost for an à la carte collection of ICB chapters is $4 per chapter, with a minimum charge of $25.

Bookstore Pricing:
We offer campus bookstore coupon codes that allow students to access their coursebooks through the Trunity online store after purchasing a code from the campus bookstore. This service is especially valuable for students on financial aid who rely on the campus bookstore for their book purchases. Trunity provides bookstores with a 5% discount to cover handling costs, and while we strongly advise against bookstores charging students more than our already low list price, please understand that we do not have control over the price the bookstore ultimately sets. After completing the adoption form, please have your campus bookstore contact [email protected]. Our support team will work directly with your bookstore.

How to adopt ICB - the adoption process.
  1. Start the Process: Fill out the adoption, providing essential course-related information. This step should only take a few minutes. You can find the form here: Adopt ICB Form.
  2. Confirmation: After submitting the form, you’ll receive immediate confirmation that your request was received.
  3. Faculty Success Team: Our dedicated faculty success team will process your request. This may take a couple of business days. They will verify your faculty status and handle any special requests, including coordination with your campus bookstore. Once the process is complete, you'll receive an email with instructions to share with your students. Look for an email from [email protected]. 
  4. Accessing your coursebook: 
    • ​Before classes start, sign into your coursebook to complete the course setup process. (We recommend doing this before providing your students the access information.)
    • Start by clicking the gear icon next to your name and select Course Schedule.
    • Your students will appear as members once they purchase and sign in to the coursebook.
    • Customize, organize, and add content to your coursebook at anytime, before and after your course starts.
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Integrating Concepts in Biology
 Originally published: 2014
 Last updated: 2024
 ISBN: 978-1-63097-050-5
 Publisher: Trunity

Regular Price per student:
 Higher Ed: $89 (full book) or $54 (half book)
 K12/AP: $45/year (full book)
 Bookstores: 5% discount

 See also: list of pricing options

*Price includes:
✓ all listed resources
✓ built-in LMS functionality
✓ powerful customization tools
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✓ 1 year access with option to extend

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