An Interdisciplinary Approach to Improving Success in a Majors' Biology Course Erica Wildy, Caron Inouye, Sarah Nielsen, Aline Soules, Diana Wakimoto California State University, East Bay Questions or difficulties? Contact John Whitmer (jwhitmer@calstate.edu) Abstract Redesigned Materials and Activities Preliminary Findings The focus of this project is the redesign of Biology 1403, Animal Biology, one of several “high-enrollment, low success” courses at California State University East Bay (CSUEB). BIOL 1403 is one of three foundational courses required for all biology majors at CSUEB. Generally speaking, the redesign of the course involved integrating: increased opportunities for active learning and engagement; clear articulation of learning outcomes; streamlining and focusing of assignments; preparation of a set of formal course materials for new/continuing instructors; guidelines for regular coordination of lab TAs; student access to tools/resources to enhance learning. Implementation was in two phases: a partial pilot in Fall 2013 and full implementation in Fall 2014. Specific redesign-related elements included: Student Learning Outcomes: clearly stated for each lecture and laboratory activity; Peer Led Tutoring: formally incorporated to encourage active and collaborative student learning; will eventually approach Supplemental Instruction model; Updated Laboratory Displays: streamlined and made interactive to encourage student exploration; Focused Laboratory Assignments: assignments reduced/ combined but still requires students to display knowledge of key concepts as well as writing proficiency; Use of High Impact Pedagogy: (e.g., think-pair-share, clicker-based concept-checks and reviews; SQ3R reading comprehension method) to facilitate student collaboration and group discussion; Untimed Lab Practicals: achieved by subdividing lab groups and having them take the exam in two groups; employed to lessen student anxiety during the exam; Guidelines for TA Coordination and Updated Course Design: to be provided to existing and new BIOL 1403 instructor. Data analysis is ongoing. Thus far, encouraging findings include: Factors Students Identified as Helpful: Peer tutors □ After-hours lab access Study groups □ Recorded lectures Practice quizzes/lab practicals Figure 4. Average final exam and final course grades during Fall 2012 (pre-course redesign), Fall 2013 (partial pilot), and Fall 2014 (debut of full course redesign). Figure 2. One major goal for the redesigned version of the BIOL 1403, Animal Biology, course is to increase student interactivity in lab. Course Redesign Goals Use of Technology in the Course Resources Significantly reduce the number of students (36.5% since 2010) receiving repeatable grades; Reduce the number of assignments students are required to complete in lab; Refocus assignments to simultaneously assess concept retention and writing proficiency; Incorporation of active learning activities and technology to increase student engagement and success; Incorporation of assignments to increase information literacy and critical thinking; Reduce the amount of rote memorization and increase the demonstration of conceptual understanding required of students; Provide students with tools/strategies to increase the efficiency and effectiveness of their study sessions; Improve inconsistency in course quality and content. To encourage student participation in lecture and exploration of lab materials and to enhance the overall student learning experience, the following technological instruments were added: I-Clickers: to promote student engagement and to inform instruction; Use of Multimedia in Lab Displays: to increase student engagement and further exploration of concepts; New In-House Online Laboratory Manual: to promote student reading and retention of information; increase access to key online resources; decrease costs ; class copies made available; LibGuide: created as an online portal to library resources, online tutorials, and study aids; Online Tutorials: Adobe Captivate was used to create online, interactive lab practical practice/tutorials and other study aids; Adaptive Learning Software: to encourage and reinforce textbook reading; Blackboard: course management system providing students with access to announcements, the online lab manual, lecture outlines, links to external resources, discussion boards, and recorded lectures; East Bay Replay: “lecture capture” (audio and computer screen) program; recorded lectures automatically post to Blackboard. Link to BIOL 1403 LibGuide: http://csueastbay.libguides.com/biology1403 Redesigned Laboratory Manual: http://www.learningiswild.com/uploads/6/9/0 /9/6909580/lab_manual_2014_final_- _for_posting.pdf CSUEB PLUS Tutor Program http://www20.csueastbay.edu/library/scaa/ PLUS%20Groups.html Fig. 1. “Priorities” by xkcd Contact Info Erica Wildy, erica.wildy@csueastbay.edu Caron Inouye, caron.inouye@csueastbay.edu Sarah Nielsen, sarah.nielsen@cseuastbay.edu Aline Soules, aline.soules@csueastbay.edu Diana Wakimoto, diana.wakimoto@csueastbay.edu Acknowledgements This project was supported by the CSU Course Redesign with Technology program. We would also like to thank CSUEB Provost Houpis, Associate Provost Linda Dobb, Deans Michael Leung, Kathleen Rountree, and John Wenzler and Chairs Don Gailey, Dennis Chester, and Liz Ginno for their support. Figure 3. Online, in-house lab manual (top) and the front page of the online BIOL 1403 LibGuide.