1. Michèle Shuster Susan Ceppi-Bussman Sandra Johnson
The Impact of Online Professional Development & QM in Transitioning an Introductory Biology class to a Flipped Format.
Michèle Shuster
Susan Ceppi-Bussman
Sandra Johnson

2. Biol 211G at NMSU Large enrollment
Variety of science and allied health majors
Historically very low pass rates
“gateway” course

3. NMSU-HHMI Course Reform
Variety of models tested
“Best”
In-class case studies (~every 2 weeks)
Facilitated by peer instructors
Increase in A’s and B’s
Dramatic decrease in F’s and W’s
Reduction in performance gap

4. Next Steps Increase use of case studies
Mini-cases during interactive lectures
More frequent use of full-period case studies
Move towards a flipped classroom format
Out-of-class prep work
In-class reinforcement, practice & applications

5. Out-of-Class Prep Work
Delivered online
How to do that effectively?
Applied to NMSU’s New2Online Program
Eternally grateful to have been accepted

6. New2Online New faculty professional development program
1st cohort in progress/finishing
QM-based workshops
LMS workshops
Assignments/discussions
Develop specific course elements

7. Michèle applied to “flip”
Course still has substantial F2F component
Specific guidance for her situation
Individualized mentoring in the program

8. QM- who knew?!? I had no idea…
Many concepts were familiar from F2F & Scientific Teaching
E.g. QM2, QM3, QM4, QM5
“good teaching is good teaching”
(quote from Sandy)
Others were a whole new world

9. My New2Online Approach
1. Enhance online prep assignments for existing case studies
Use more media, fewer textbook readings
E.g. NYT, WSJ, NCI, Medline
2. Create new prep assignments
To move “straight forward” content online/pre-class
Free up class time

10. Prep Assignments Screencast (&/or choice to do textbook reading)
With script for screencast
Prep questions
To answer before class

11. In-class Clicker questions to review prep questions Use freed-up time
Formative assessment
Accountability
Use freed-up time
Mini-cases/extended examples
Support challenging concepts

12. After-class
Review questions
More review & practice

13. Q1: What happened? A1. QM1 changed my life!
150 students, way more moving parts, only 1 question about where to find something
At least two informal comments from students that they enjoy the prep videos (screencasts)

14. Q2: Can students navigate it?
A2. Yes
Students are coming prepared
Able to find & complete prep assignments
I have had more time to spend on more challenging concepts

15. Q3: Is it working?
A3. Yes
Exam scores are improved relative to previous semesters
Presumably will translate to higher final course grades

16. Q4: Most surprising?
A4. QM8!
My course design is far more accessible/ negotiable
Took a lot of thought re screencasts vs. other video formats
And using my own vs. external sources
(& it is now so embarrassing to go back to old course websites)

17. Acknowledgements Biol 211 Course Reform New2Online Ralph Preszler
NMSU College of Arts and Sciences
HHMI (funding)
NMSU OCIP Program
New2Online Mentors
ASNMSU
Student technology fees support the program
NMSU Canvas Team

18. Questions or Comments?