Grand Rapids Community College Program Review
Program ReviewInstructional Program:Biology- Non MajorsDocument Prepared By: FORMTEXT ?????Year of Review:2011 – 2012The Program Profile______________________________________________________________________________A.The Mission/PurposeThe Mission/Statement of PurposeBiology 101 is a survey course for non-science majors introducing the following topics: the nature of science, ecology, biological diversity, evolutionary theory, genetics, biotechnology, cellular biology, and human anatomy and physiology.??An emphasis is placed upon how these topics apply to students’ lives.??Biological issues with societal impact such as stem cell use, cloning, genetic engineering, climate change, and conservation also will be explored.??This course satisfies the general education requirement for a biological science course with a laboratory component.??Biology 101 may also be an appropriate starting point for students who plan to major in biology or one of the health sciences.??Reviewed Mission Statement and Catalog description, no revision warranted at this time.ACTION NEEDED? YES NOB.The Faculty & StaffFull & Part Time Faculty NameHighest DegreePT/FTColvin, JanBachelor’sFT FacultyDouglas, MatthewDoctorateFT FacultyForbes, GregDoctorateFT FacultyFoster, LaurieMaster’sFT FacultyGiambernardi, TroyDoctorateFT FacultyHoving, TimothyMaster’sFT FacultyKleinert, LeighMaster’sFT FacultyKrajewski, SarahMaster’sFT FacultyKrieger, PaulMaster’sFT FacultyLaureto, PamelaDoctorateFT FacultyLeunk, RobertDoctorateFT FacultyLong, RobertDoctorateFT Faculty Adema, Douglas Master’s Adjunct Demmink, Robert Master’s Adjunct Elliott, Lauren Master’s Adjunct Jasper, Marie Master’s Adjunct McKenzie, KarenMaster’sAdjunct Miedema, Marc Master’s Adjunct Niemchick, Karen Master’s Adjunct Tiano, Todd Master’s Adjunct Truszkowski, Deborah Master’s Adjunct Verhougstraete, Brandon Master’s AdjunctWillink, Wesley Master’sAdjunctStaffNameCredentialsQualls, JanisNot IndicatedSupport ProfessionalBehrem, Anesa2-Yr CollegeLab AssistantAll staff currently possess required credentials.ACTION NEEDED? YES NOAccomplishments of FacultyDevelopment and implementation of a new laboratory manual for BI 101Presentation of BI 101 Curriculum Reform initiative at College Learning Day and the Michigan Community College Biologist annual meeting.Continued refinement of the BI 101 course in the areas of teaching strategies/learning activities and assessment consistency.Updating the Blackboard content management system.Presentation to the Achieving the Dream site visit team about the non-science major course and data that demonstrates increased retention in specific at-risk categories.BI 101 instructors received an IIPD award to attend the 2011 League for Innovation Conference to explore continued ways to refine the course curriculum.Implemented new room arrangement to promote collaboration and active learning in all Biology 101 lecture sections.Successfully integrated a common assessment final exam in all lecture lections.Proposal development to present at the ATD conference 2012Offered the first section of BI 101 Honors to 22 students.Full implementation of BI 101 Hybrid offerings for Fall, Winter & Summer semesters.Gathered all full time and adjunct faculty in 101 for a kick-off celebration and information event.Met with the Achieving the Dream site team to share initiatives in 101 that facilitate retention for at risk categories. Edited and created new labs for the lab manual.Prepared suggested Master Schedule for the 101 semesters which included unlinking all lecture and lab sections.Presented at GRCC Learning Day: Curriculum Alignment Presented at the Michigan Community College Biology Conference a session entitled “Developing a Common Curricular Learning Experience While Maintaining Instructor Autonomy”.Faculty Professional Development Held weekly core team meetings throughout the year to serve as touch points for all 101 operations.Conducted an Evolution assessment project involving a pre-post analysis of key concepts comprehension. Engaged all full time and adjunct faculty in evaluation of the common final exam. This resulted in a series of suggestions and eventual rewrites of selected questions.Met with Keeling Associates to review the Assessment projects and evaluate readiness for the up and coming Higher Learning Commission site visit.Invited 3 key book publishers in for presentations on their texts and ancillary products.Presented at the CITE Conference designed to share initiatives to offer learning opportunities around best practices in teaching and learning for fully online, blended or on-ground education programs. Workshop Title: Winning Combinations: Common Curriculum, Colleges and Classrooms.Attended the League for Innovation Conference.Attended multiple sessions at CITE a technology conference. Engaged in Community Partnerships including:-Grand Valley State Guest Lecture Series-Van Andel Research Institute tour/research labs -Grand Rapids Public Museum -Meijer Botanical Gardens-Bunker Interpretive CenterIndividual Professional Development Experiences: T. Hoving attended National Science Teachers Association regional conference in Nashville, TNT. Hoving attended a Cengage Learning one-day conference in Chicago, ILS. Krajewski was accepted to and presented her research on teaching the nature of science at the peer reviewed, international, NARST conference.J. Colvin, T Hoving, L Foster and S. Krajewski presented on how to successfully incorporate technology into a non-major’s biology class at the Innovations in Biological Sciences MCCB Conference.S. Krajewski serves on the College-wide Assessment Committee which developed the new Institutional Learning Outcomes (ILOs)S. Krajewski collaborated and presented with Ferris State University faculty to pre-service education students on the importance of teaching math and science.L. Foster facilitated sessions for children at the 2010 Darwin Day held by GRCC’s Center for Inquiry student group.S. Krajewski presented Mastering Biology at workshop exploring it as a learning tool.S. Krajewski continued advanced coursework in science education toward PhD.L. Foster invited to attend a nationwide symposium for non-science majors education.L. Foster monthly participation in GRPS Health Science Technology HS Advisory Board. ACTION NEEDED? YES NONumber of PT/PT Faculty & % contact hours taught by each % Full-time Hours% Adjunct Hours39%61% Ratio currently meets needs.ACTION NEEDED? YES NOProgram Content______________________________________________________________________________A.Curriculum HistoryProgram/Curriculum ChangesNew Courses-NANew Programs-NANew Certificates-NANew Degrees-NASignificant modifications of any of the above-NAClosure of any of the above-NARemediation of courses or programs as a result of Core Indicator or industry related requirements:-NACurricular history may also include any partnership, grant, or other efforts that have significantly impacted curriculum and how.-NAAlso include Advisory Board recommendations that influenced curriculum change:-NAExternal Accreditation name/address of the accrediting agency;-NAdate of the most recent site visit-NAdate for the next re-accreditation-NAnumber of years in the accreditation cycle-NADistance education offerings and use of technologyCourses within the program that are offered online or in hybrid formatBI 101 Intro to BiologyNames of faculty certified to teach in the distance education and hybrid formats:Foster, LaurieHoving, TimothyKrajewski, SarahElliott, LaurenExperiential Learning OpportunitiesASL courses offered within the program (0)Honors courses offered within the program –BI 101 EACH FALLStudy Away course offered (0)Co-ops/Internships/Pratica/Clinical courses offered(0)Names of faculty certified to do ASL: Laurie FosterB. Curriculum PlanningProfessional StandardsEnter professional standards with which the program is or should be alignedN/AEvaluationNAACTION NEEDED? YES NOInstitutional Learning OutcomesYes, BI 101 incorporates critical thinking, personal responsibility, and social responsibilityACTION NEEDED? YES NOGeneral EducationNA / MACARO Distribution (Lab Science)ACTION NEEDED? YES NOExperiential LearningNAACTION NEEDED? YES NODistance Education Offerings101 Offered in Byron Center, West Ottawa, and RockfordACTION NEEDED? YES NOProgram Student Learning OutcomesNAACTION NEEDED? YES NOCourse SequencesNAACTION NEEDED? YES NOProgram Data__________________________________________________________________Course Success (See Appendix A for data)BI 101The course success rate data have shown ~10% increase over the past four years. Overall the data shows the curriculum changes implemented are making a positive impact on course success rates.Transfer Student Success NAEnrollmentOver the past four years there has been an upward trend of enrollment numbers. Last year the enrollment numbers stabilized. Diversity/EffectivenessEach of the demographic profiles embedded in the course success rate data have shown ~10% increase over the past four years. Overall the data shows the curriculum changes implemented are making a positive impact on course success rates.Program Outcomes Assessment_______________________________________________________________________________Assessment HistoryProgram OutcomesThe Non-science Major program will enable students to fulfill the laboratory science requirement for the College’s Associate Degree programs and the MACRAO transfer agreement.Program Outcome(s) Assessed The Non-science Major program will enable students to fulfill the laboratory science requirement for the College’s Associate Degree programs and the MACRAO transfer agreement. *****NOTE, WE HAVE DONE COURSE ASSESSMENT PROJECTS, BUT SINCE WE HAVE ONLY ONE COURSE WE ARE NOT REALLY A PROGRAM, SO WE HAVE NOT DONE PROGRAM ASSESSMENT.******Assessment Methods Falls under current AGC initiatives on gen ed distribution.Assessment Results To be determinedChanges Implemented NAResults of ChangesNA Program Learning Outcomes Assessment_______________________________________________________________________________Assessment HistoryProgram Learning Outcomes ********NOTE, THIS IS JUST FOR BI 101 SINCE WE ARE NOT A PROGRAM********Relate the basic principles of scientific areas of study to their everyday lives. These principles are associated with the following areas of study: the nature of science, ecology, biological diversity, evolutionary theory, genetics, biotechnology, cellular biology, and human anatomy and physiology. Describe the scope and limitations of science, the process of science, and hypothesis testing.Apply the scientific method in considering issues important to their lives.Make informed decisions about biological topics such as stem cell use, cloning, genetic engineering, climate change, environmental conservation, and issues related to their own health.Use critical thinking, abstract thinking, problem solving, and teamwork skills within the context of biology and other areas of their lives.Program Learning Outcome(s) Assessed(a) Relate the basic principles of scientific areas of study to their everyday lives. (b) Evaluate scientific information. (c) Use critical thinking, abstract thinking, problem solving, and teamwork skills within the context of biology and other areas of their lives.Assessment MethodsProject #1 In the Fall 2011 semester three full-time Biology 101 instructors piloted a before and after assessment of student learning of key evolutionary concepts. These instructors’ students took a Zoomerang survey to assess their understanding of the key concepts prior to the course unit on evolution, and again after the unit on evolution. Project #2The BI 101 team has also analyzed common final exam results and use the information to 1) improve student understanding of the major concepts of the course, 2) improve student critical thinking/problem solving skills, and 3) improve consistency amongst the instructors teaching the course. Assessment ResultsProject #1The results of the Zoomerang survey were analyzed, and it was found that student performance greatly improved after the unit on evolution for three of the five questions. For the two questions in which performance did not improve as much, it was determined that one of the questions contained a poorly worded distractor, while the other question related to a complex topic that required an improvement in instructional strategy. Project #2Student performance on the ten critical thinking/problem solving questions was analyzed. Performance on these questions was slightly lower with an average of 69.6%. Several of the questions had high rates of incorrect answers. There were also some questions from the exam not labeled as critical thinking questions that a large proportion of the students answered incorrectly. These questions were compiled in a document and sent to all Biology 101 instructors. Each Biology 101 instructor was asked for written feedback regarding clarity of the question and answers, suggestions for re-wording, and instructional ideas or strategies relating to the question topics. Changes (implemented and/or planned)Project #1 This assessment project focuses on a unit that many students struggle with, evolution. Many students enter Biology 101 with preconceived misconceptions regarding evolution. The goal of this assessment project is to use pre and post survey data to determine if students’ common misconceptions regarding evolution change after the unit on evolution is completed.For the Winter 2012 semester, the following changes are being implemented in an attempt to improve performance on the two Zoomerang survey questions referred to above.The poorly worded question was changed as follows:Which of the following statements about evolution is true?Evolution is a totally random process, a series of accidents.Big dinosaurs were common during the time of early humans.Evolution accounts for both the similarities and differences between all organisms on earth.Evolution is primarily concerned with the origin of humans.Evolution involves individuals changing in order to adapt to their environment.changed to:Individual organisms can evolve during a single lifespan.This change should address the misconception more directly, and provide a clearer distinction between the distractor and the correct answer.2) The other question needing attention related to evolution of antibiotic resistance, which is a complex topic. In order to improve performance, the instructors involved in the assessment project are implementing a new instructional lesson. Students will be asked to read four questions (listed below) before watching a documentary clip about antibiotic resistance. After the clip, the students will provide a written response to the questions and participate in a classroom discussion about their responses.The Winter 2012 students will also take the pre/post Zoomerang survey. The results will be analyzed and compared to Fall 2011 data to see if the changes implemented impact student performance on these two questions.Questions to accompany video clip on antibiotic resistance:1. In Sasha, which bacteria survived the initial treatment with antibiotics?2. Where did their resistance come from?3. Did treatment with the antibiotic cause individual bacteria to become resistant?4. Why did the whole population of bacteria become untreatable with the original antibiotic?For the common final exam assessment, based on the feedback provided by Biology 101 instructors who responded, the Biology101 core team clarified the wording of the exam questions, and shared instructional strategies and/or assessment techniques in an effort to enhance student success on the oft missed questions. These changes and strategies were implemented within the winter 2012 semester. The revised final exam was given to all students in the Winter 2012 semester. The exam results were tabulated and compared to the results of the Fall 2011 semester. This served as a measure of the success of the interventions that were initiated in the Winter 2012 semester. Data collected were used by the Biology 101 team to improve instruction and student learning of the key concepts. Results of ChangesProject #1Pending analysis Project #2For the common final exam assessment, the student performance on the exam has been highly successful. The average across all BI 101 sections, on a 100 point scale, was 78.3% correct. These averages show that students are learning and retaining a sizeable proportion of the content knowledge. No appreciable difference was noted from one instructor/section to another. The changes made to the critical thinking questions increased the student success rate on those questions by almost 20%. Assessment PlanningProgram Learning Outcomes ReviewThe Biology Core Team comprised of Full time faculty will take the findings from Fall & Winter and use them to create an action plan for the 2012-13 academic year. This plan would include but not be limited to: sharing the results w/ adjunct, identifying questions that are flagged as concerns, and developing strategies for improvement using learning activities, and formative assessment measures to strive for improvement. Identification of Direct & Indirect Measures of Student Learning Performance on common final exam, success data on grades & retention Using assessment findings to drive curricular improvement Refer to 1 abovePlanning for the FutureCurriculum Alignment The biology 101 faculty will continue to strive for consistency in delivery, experience, and assessment. The core team meets weekly toward this effort. Of particular focus is the expectation for implementation of a learning module called Mastering Biology by all of the 101 teaching faculty. Using a set of core assigned questions for students to engage in on a weekly basis. ACTION NEEDED? YES NOPreparation for ChangeWeekly planning sessions promote opportunity to envision new suggestions for the entire 101 team to discuss and explore.ACTION NEEDED? YES NOCollaborative VenturesSummer Biology 101 workshops are planned that will review the 2011-12 assessment findings and introduce the 2012-13 Mastering Biology initiative.ACTION NEEDED? YES NOBudget/ResourcesFunding for refreshments at the 101 training workshops would be approximately 500.00 / year.ACTION NEEDED? YES NOFacilities & EquipmentThought the facilities and equipment are currently adequate, continued development of our two teaching classrooms (Room 202/204 Calkins Science Center) in terms of teaching supplies for demonstrations, interactive activities etc. will be a likely improvement necessity.ACTION NEEDED? YES NOChallenges & Barrier to Meeting Last Year’s GoalsThe 101 core team finds pride in the success of our planning, implementation and progress. Our goals were met as planned. Obtaining supporting data does seem to be hindered by the lack of access which we hope to see remedied with the new large scale college plans for improvement in accessing this data. ACTION NEEDED? YES NOAppendix ACourse Success Rates- BI 101BI 1012007 -20082008 -20092009 -20102010 -2011Race/EthnicityN, EnrolledSuccessN, EnrolledSuccessN, EnrolledSuccessN, EnrolledSuccessAfrican-American18731%17133%25241%26441%Am. Indian1963%2654%2273%2241%Asian4963%4576%5064%5976%Hispanic11444%13665%16262%18858%White117071%122873%156677%150878%Not Stated/Intl3053%4365%3675%7971%?????????Gender????????Female91463%92168%118172%121673%Male65564%72867%90770%90469%?????????Pell Student????????Pell58054%69962%103664%112564%No Pell98969%95071%105278%99579%?????????Age????????<2067263%71767%90472%88374%20-2461966%58167%72370%75069%>2427861%35169%46171%48770%?????????Total156963%164967%208871%212071%4-Year Average Success RatesTotalSuccessCourseAA-B+BB-C+CC-D+DD-EINSWWFWPAcrossN%BI 10190260659697768357576237324727718047214684731201017,4265,10169%GRCC Program Review Follow-Up Action Checklist – BIOLOGY 101Action Needed?Brief Action StatementResources NeededAcademic Year for WorkThe Program ProfileYESNOMISSION/PURPOSEXProgram purpose/mission statementXProgram/course catalog descriptionsXWeb PagesFACULTY/STAFFFaculty credentialingXFaculty workloadXStaff credentialingXProfessional DevelopmentXFT/Adjunct Faculty RatiosXProgram ContentCURRICULUM HISTORY/PLANNINGCurriculum/Course RevisionXDistance Learning Education OfferingsXDistance Learning Faculty CertificationXExperiential LearningX Academic Student LearningX HonorsX Study AwayX Internship/ClinicalXASL Faculty CertificationXAlignment with GE Dist. Req./MACROXAlignment with External StandardsXGRCC Program Review Follow-Up Action Checklist Action Needed?Brief Action StatementResources NeededAcademic Year for WorkAlignment with ILOsXThis will be completed when the CCD is updated. We have a plan in place.Program Learning OutcomesXWe BI 101 should be removed from the Program Review Cycle as it is not a Program by definition but really just a course.Course SequencesXSee above- N/AProgram DataPROGRAM DATACourse Pass RatesCurrently our course pass rates have increased ~10% since we have rewritten the course to better meet the needs of non-major Biology students.Transfer Student PerformanceWe do not have this data.THE STUDENTSEnrollment XDiversity/EffectivenessXPROGRAM OUTCOMESX PROGRAM STUDENT LEARNING OUTCOMESProgram Learning OutcomesXWe feel this is a course, not a program.Very difficult to fill out the program review.Direct/Indirect Measures of Program Learning OutcomesXUsing data to Improve CurriculumXOur assessment projects have been very successful in allowing us to used data to improve our instruction and the curriculum.NEEDS ANALYSIS/FUTURE DIRECTIONTransfer PartnershipsXArticulation AgreementsXCourse EquivalenciesXAdvisory BoardXChange ManagementXCollaboration with External PartnersXProgram ResourcesXFacilities/EquipmentXOTHER ................
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