Redesigning Biology

Kathy Warner, Sharon Biederman and Chris SaxUniversity of Maryland University College

BIOL 101 and 102

• General Education Courses BIOL 101 – 3 credit (s.h.) survey course BIOL 102 – 1 credit (s.h.) lab course

• Offered in two formats Online Classes (82%) Face-to-face Classes (18 %)

• Core materials for Course Online modules developed by team at UMUC Commercially available hands-on lab kit and

additional supplies

Reasons for the Redesign

• Both Courses are on UMUC’s “Top 20 list” First course High enrollment

• Low student completion/retention rates• Variability of student experience and

content Over 30 sections/semester Students may have different faculty and

content for 101 and 102

Fully Online Model

• Greater percentage of students in online sections

• Fully online lab advantageous for student population

• Develop new model for university design of online courses

Elements of the Redesign

• Combine 2 courses, BIOL 101 and 102, into single 4 credit course, BIOL 103

• Incorporate automated feedback and student feedback

• Add tiered levels of self-check activities and interactive learning objects

• Virtual lab activities with automated feedback will replace the commercial lab kit

• Alignment of the course with state and national scientific literacy standards

Alignment

NCAT Principles• Redesign the whole

course

• Encourage active learning

• Individualized Assistance

• Ongoing assessment and prompt feedback

• Monitor Student Progress

Biology Redesign• Convert 2 courses into

one course

• Interactive learning objects and automated feedback

• Tiered levels of activities

• Automated grading of quizzes and labs

• Retention rates and final exam results

Impacts on Student Learning

• Final Exam Results• Course Completion Rates• Final Course Grades