Hypothesis: Learning modality change is related to a decline in student success as measured by scores for BIO205 prerequisite gene expression knowledge.
The Life Sciences Division created a divsion level assessment. Though some biology courses were not able to complete the assessment due to the COVID19 response, results show an increase in score from lower level biology courses to higher level courses.
The LS division instituted the use of embedded tutors in our nursing track courses, BIO 156, 181, and 201. We compared grades between our courses with the embedded tutors to our previous courses without an embedded tutor. The results are mixed. There seems to be little change in successful course completion however there were larger differences in average scores. The timing of this intervention must also be mentioned as it coincides with the great online migration.
A hybrid BIO 181 was developed and first implemented in fall 2019. Grades and completion rates of this course are compared to the second hybrid offering with an embedded tutor as well as a past face to face offering. The first hybrid showed the lowest average grade for the class with the highest % successful completion rate while the second hybrid with and embedded tutor showed the highest average grade for the class. The face to face class had an average grade in the middle of the two hybrids but showed the lowest % successful completion.
Through conversations with the tutors, a desire was discovered to be better. The tutors know their material very well but wanted to see if there was a way to improve on their delivery style and customer service. I introduced the concept of continuous quality improvement (CQI) which is a culture of never-ending improvement. The assumption is that unless we learn something about what we are doing, we are unlikely to know how to improve it.
Assessment Practitioner was offered through the CTL this Spring 2020 semester for interested faculty and staff that wanted to continue their professional growth. This hybrid Canvas course is designed to equip our faculty and staff with the information to understand the goals and practices of assessment in our Learning College culture. This course has given the opportunity to model the true essense of a Learning College, by faciliating the natural relationship between teaching, learning, and assessment through weekly face-to-face sessions, weekly assignments, and colleague discussions abou
Great ideas can happen anytime, anywhere. To make it easy to keep track of ideas for course/ lesson planning improvement, I developed a “Course Edits Tracker” worksheet in Google Docs for each ot the courses I teach. This document can be accessed anywhere, anytime, online. The form includes a field to track why the change is needed or how the idea will improve the course/ activity/ lesson along with a field to enter student performance/ measure/ outcomes of the proposed edits/ enhancements.
Having now completed 3 semesters teaching BIO 182 - General Biology II for Science Majors, the area consistiently identified by student surveys as in need of improvement is the "Quality of the Textbook." The book is expensive (>$100), and yet, I have observed that many/ most students do not read the supplemental chapters that align with lectures / activities / labs unless I assign end-of-chapter comprehension questions. Following being awarded a FRACTYL grant last spring, I have been developing an OER, consisting of a series of engaging, supplemental videos that focus on case studies (
Multiple Intelligences is a theory that students have "intelligence" in a variety of fields (artistic, mathmatic, kinestetic, verbal, etc). By allowing students to use their strengths applied in to context of the discipline (in my case Communication), students can hopefully feel more confident in their abilities and engage better with the content. This could be aplied to practically any project in any discipline.