Redesign of Introductory Biology University of Maryland University College May 29, 2009

Redesign of Introductory Biology Elements of Redesign Impact on Student Learning Impact on Course Completion Impact on Cost Savings Implementation Sustainability Acknowledgements

Elements of Redesign 1.Combine two courses into single course, BIOL Align with state and national literacy standards 3.Increase consistency of student experience 4.Add scaffolding and self-check review activities/questions 5.Adjust reading levels 6.Expand graphics 7.Create virtual labs

Redesigned Course Single four-credit course Single faculty member Single redesigned classroom Labs integrated into content modules Scaffolding

Impact on Student Learning Spring 2007  Results from 398 students  Score: 26.62/40 multiple-choice questions Spring 2008  Results from 412 students  Score: 27.18/40 multiple-choice questions

Impact on Student Learning Student evaluation scores increased:  3.71 before redesign  4.05 after redesign Greater ease and satisfaction with virtual labs

Impact on Course Completion Course% Pass% Withdraw BIOL 101, Spring ‘ BIOL 102, Spring ‘ BIOL 103, Spring ‘

Impact on Course Completion Reduction in withdrawal rates Increase in pass rates Non-passing grades remained the same

Impact on Cost Savings Student savings  $40 lab kit Reduction in final exam administration costs  For 500 students, savings of $10,050 Reduction in course development costs  $30,000 for single course Classroom management Academic administration of sections

Implementation Faculty communication and training Fully online labs Production of virtual labs

Sustainability Combination of lecture/lab into single course Alignment of course objectives with national and state objectives Alignment of all aspects of course development with course objectives Development of rich online learning resources

Acknowledgements Chris Sax Emily Medina Sherri Clark Lynn Walter David Clarke Sharon Goodall Sharon Biederman BIOL 101 and 102 faculty