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Program Review

Instructional Program:Biology- Non Majors

Document Prepared By:

Year of Review:2011 – 2012

GRCC Program Review Biology Report- Non Majors

The Program Profile______________________________________________________________________________

A. The Mission/Purpose

The Mission/Statement of Purpose

Biology 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 NO

B. The Faculty & Staff

Full & Part Time Faculty

Name Highest Degree PT/FT Colvin, Jan Bachelor’s FT Faculty Douglas, Matthew Doctorate FT Faculty Forbes, Greg Doctorate FT Faculty Foster, Laurie Master’s FT Faculty Giambernardi, Troy Doctorate FT Faculty Hoving, Timothy Master’s FT Faculty Kleinert, Leigh Master’s FT Faculty Krajewski, Sarah Master’s FT Faculty Krieger, Paul Master’s FT Faculty Laureto, Pamela Doctorate FT Faculty Leunk, Robert Doctorate FT Faculty Long, Robert Doctorate FT Faculty Adema, Douglas Master’s Adjunct Demmink, Robert Master’s Adjunct Elliott, Lauren Master’s Adjunct Jasper, Marie Master’s Adjunct McKenzie, Karen Master’s Adjunct Miedema, Marc Master’s Adjunct Niemchick, Karen Master’s Adjunct Tiano, Todd Master’s Adjunct Truszkowski, Deborah Master’s Adjunct Verhougstraete, Brandon Master’s Adjunct Willink, Wesley Master’s Adjunct

2 Updated 2/2/11- ISIS


Staff

Name Credentials Qualls, Janis Not Indicated Support Professional Behrem, Anesa 2-Yr College Lab Assistant

All staff currently possess required credentials.


1. Accomplishments of Faculty

1. Development and implementation of a new laboratory manual for BI 1012. Presentation of BI 101 Curriculum Reform initiative at College Learning Day and the

Michigan Community College Biologist annual meeting.3. Continued refinement of the BI 101 course in the areas of teaching strategies/learning

activities and assessment consistency.4. Updating the Blackboard content management system.5. 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.6. BI 101 instructors received an IIPD award to attend the 2011 League for Innovation

Conference to explore continued ways to refine the course curriculum.7. Implemented new room arrangement to promote collaboration and active learning in all

Biology 101 lecture sections.8. Successfully integrated a common assessment final exam in all lecture lections.9. Proposal development to present at the ATD conference 201210. Offered the first section of BI 101 Honors to 22 students.11. Full implementation of BI 101 Hybrid offerings for Fall, Winter & Summer semesters.

12. Gathered all full time and adjunct faculty in 101 for a kick-off celebration and information event.

13. Met with the Achieving the Dream site team to share initiatives in 101 that facilitate retention for at risk categories.

14. Edited and created new labs for the lab manual.15. Prepared suggested Master Schedule for the 101 semesters which included unlinking all

lecture and lab sections.16. Presented at GRCC Learning Day: Curriculum Alignment17. Presented at the Michigan Community College Biology Conference a session entitled

“Developing a Common Curricular Learning Experience While Maintaining Instructor Autonomy”.



2. Faculty Professional Development

1. Held weekly core team meetings throughout the year to serve as touch points for all 101 operations.

2. Conducted an Evolution assessment project involving a pre-post analysis of key concepts comprehension.

3. 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.

4. Met with Keeling Associates to review the Assessment projects and evaluate readiness for the up and coming Higher Learning Commission site visit.

5. Invited 3 key book publishers in for presentations on their texts and ancillary products.6. 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.

7. Attended the League for Innovation Conference.8. Attended multiple sessions at CITE a technology conference.9. 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 Center

Individual Professional Development Experiences:

1. T. Hoving attended National Science Teachers Association regional conference in Nashville, TN

2. T. Hoving attended a Cengage Learning one-day conference in Chicago, IL3. S. Krajewski was accepted to and presented her research on teaching the nature of science

at the peer reviewed, international, NARST conference.4. 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.

5. S. Krajewski serves on the College-wide Assessment Committee which developed the new Institutional Learning Outcomes (ILOs)

6. S. Krajewski collaborated and presented with Ferris State University faculty to pre-service education students on the importance of teaching math and science.

7. L. Foster facilitated sessions for children at the 2010 Darwin Day held by GRCC’s Center for Inquiry student group.

8. S. Krajewski presented Mastering Biology at workshop exploring it as a learning tool.9. S. Krajewski continued advanced coursework in science education toward PhD.10. L. Foster invited to attend a nationwide symposium for non-science majors education.



11. L. Foster monthly participation in GRPS Health Science Technology HS Advisory Board.


3. Number of PT/PT Faculty & % contact hours taught by each

% Full-time Hours % Adjunct Hours39% 61%

Ratio currently meets needs.


Program Content______________________________________________________________________________A. Curriculum History

1. Program/Curriculum Changes

New Courses-NA New Programs-NA New Certificates-NA New Degrees-NA Significant modifications of any of the above-NA Closure of any of the above-NA Remediation of courses or programs as a result of Core Indicator or industry related requirements:-NA Curricular history may also include any partnership, grant, or other efforts that have significantly

impacted curriculum and how.-NA Also include Advisory Board recommendations that influenced curriculum change:-NA

2. External Accreditation

name/address of the accrediting agency;-NA date of the most recent site visit-NA date for the next re-accreditation-NA number of years in the accreditation cycle-NA

1. Distance education offerings and use of technology

Courses within the program that are offered online or in hybrid format BI 101 Intro to Biology



Names of faculty certified to teach in the distance education and hybrid formats: Foster, Laurie Hoving, Timothy Krajewski, Sarah Elliott, Lauren

2. Experiential Learning Opportunities

ASL courses offered within the program (0)

Honors courses offered within the program –BI 101 EACH FALL

Study Away course offered (0) Co-ops/Internships/Pratica/Clinical courses offered(0)

Names of faculty certified to do ASL:

Laurie Foster

B. Curriculum Planning1. Professional Standards

Enter professional standards with which the program is or should be alignedN/AEvaluationNA


2. Institutional Learning Outcomes

Yes, BI 101 incorporates critical thinking, personal responsibility, and social responsibility


3. General Education

NA / MACARO Distribution (Lab Science)ACTION NEEDED? YES NO

4. Experiential Learning

NAACTION NEEDED? YES NO

5. Distance Education Offerings

101 Offered in Byron Center, West Ottawa, and RockfordACTION NEEDED? YES NO

6. Program Student Learning Outcomes




7. Course Sequences


Program Data__________________________________________________________________

A. Course Success (See Appendix A for data)BI 101

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.

B. Transfer Student Success

NA

C. Enrollment

Over the past four years there has been an upward trend of enrollment numbers. Last year the enrollment numbers stabilized.

D. Diversity/Effectiveness

Each 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 History1. Program Outcomes

a. 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.

2. 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.******

3. Assessment Methods

Falls under current AGC initiatives on gen ed distribution.

4. Assessment Results

To be determined

5. Changes Implemented

NA

6. Results of Changes

NA

Program Learning Outcomes Assessment_______________________________________________________________________________



A. Assessment History1. Program Learning Outcomes

********NOTE, THIS IS JUST FOR BI 101 SINCE WE ARE NOT A PROGRAM********

a. 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.

b. Describe the scope and limitations of science, the process of science, and hypothesis testing.

c. Apply the scientific method in considering issues important to their lives.d. 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.

e. Use critical thinking, abstract thinking, problem solving, and teamwork skills within the context of biology and other areas of their lives.

2. 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.

3. Assessment Methods

Project #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.

4. Assessment Results

Project #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.

5. Changes (implemented and/or planned)

Project #1This 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.

1) 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.

6. Results of Changes

Project #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%.

B. Assessment Planning1. Program Learning Outcomes Review

The 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.

2. Identification of Direct & Indirect Measures of Student Learning

Performance on common final exam, success data on grades & retention

3. Using assessment findings to drive curricular improvement



Refer to 1 above



Planning for the Future

A. Curriculum 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.


B. Preparation for ChangeWeekly planning sessions promote opportunity to envision new suggestions for the entire 101 team to discuss and explore.


C. Collaborative VenturesSummer Biology 101 workshops are planned that will review the 2011-12 assessment findings and introduce the 2012-13 Mastering Biology initiative.


D. Budget/ResourcesFunding for refreshments at the 101 training workshops would be approximately 500.00 / year.


E. Facilities & 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.


F. Challenges & Barrier to Meeting Last Year’s Goals

The 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.




Appendix A

Course Success Rates- BI 101BI 101 2007 - 2008 2008 - 2009 2009 - 2010 2010 - 2011

Race/Ethnicity N, Enrolled Success N, Enrolled Success N, Enrolled Success N, Enrolled SuccessAfrican-American 187 31% 171 33% 252 41% 264 41%

Am. Indian 19 63% 26 54% 22 73% 22 41%Asian 49 63% 45 76% 50 64% 59 76%Hispanic 114 44% 136 65% 162 62% 188 58%White 1170 71% 1228 73% 1566 77% 1508 78%Not Stated/Intl 30 53% 43 65% 36 75% 79 71%

GenderFemale 914 63% 921 68% 1181 72% 1216 73%Male 655 64% 728 67% 907 70% 904 69%

Pell StudentPell 580 54% 699 62% 1036 64% 1125 64%No Pell 989 69% 950 71% 1052 78% 995 79%

Age<20 672 63% 717 67% 904 72% 883 74%20-24 619 66% 581 67% 723 70% 750 69%>24 278 61% 351 69% 461 71% 487 70%

Total 1569 63% 1649 67% 2088 71% 2120 71%

4-Year Average Success Rates


Total SuccessCourse A A- B+ B B- C+ C C- D+ D D- E I NS W WF WP Across N %BI 101 902 606 596 977 683 575 762 373 247 277 180 472 14 68 473 120 101 7,426 5,101 69%



GRCC Program Review Follow-Up Action Checklist – BIOLOGY 101Action

Needed?Brief Action Statement Resources Needed

Academic Year for

WorkThe Program Profile YES NOMISSION/PURPOSE XProgram purpose/mission statement XProgram/course catalog descriptions XWeb Pages

FACULTY/STAFFFaculty credentialing XFaculty workload XStaff credentialing XProfessional Development XFT/Adjunct Faculty Ratios X

Program ContentCURRICULUM HISTORY/PLANNINGCurriculum/Course Revision XDistance Learning Education Offerings XDistance Learning Faculty Certification XExperiential Learning X Academic Student Learning X Honors X Study Away X Internship/Clinical XASL Faculty Certification XAlignment with GE Dist. Req./MACRO XAlignment with External Standards X

GRCC Program Review Follow-Up Action ChecklistAction

Needed?Brief Action Statement Resources Needed

Academic Year for

WorkAlignment with ILOs X This will be completed when the CCD is

updated. We have a plan in place.Program Learning Outcomes X We BI 101 should be removed from the

Program Review Cycle as it is not a Program by definition but really just a course.

Course Sequences X See above- N/A

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