1. Online community-building techniques contributed to student success in a face-to-face large-enrollment rigorous undergraduate course Cara H. Cario, Ph.D. Assistant Professor of Instruction Department of Biology, VCU Richmond, Virginia VCU Online Summit Presentation May 13, 2014

2. Basic Human Anatomy course Regional-based anatomy in 4 modules Assessments: lecture-lab combined lab practical format Large-enrollment (approx. 300 per semester, with 12 lab sections) vs. Summer-enrollment (24 students) 3 instructors, 12 undergraduate preceptors Lecture participation with clicker questions- collaborative learning Lab: traditional hands-on, prosected cadavers, models, bones, charts Open Lab for independent/group review Online pre-lab assignments Online textbook reading assignments

3. Final Grades: Large Spring-12 vs. Small Summer-13 41% 59% 36% 64%

4. Problem: Building Community Challenge in a large-enrollment course ◦Lecture Instructor-student and Student-Student connections in large-enrollment setting Benefits students in a rigorous large- enrollment course ◦Supportive, nurturing environment, less isolating ◦Elevates motivation to keep up with peers ◦Breeds self-confidence to pursue knowledge- building, ask questions, teach and learn from others ◦Shared experiences of challenges and achievements keeps cohorts together beyond the course

5. Optional Online Community- Building Exercises Used in Fall-13 Inspirational images Self-evaluations after each module Peer-reviewed problem-solving activities Case studies review

6. Images of Inspiration

7. Self-evaluation Surveys

9. Peer-reviewed problem-solving activity

10. Case-study review and reflection

11. Data analysis and Conclusion 1 Final grades vs. Participation in Optional Online Activities (Large Fall-13) Conclusion 1: Students completing 7+ optional assignments earned 70%+. (-5 exceptions) Conclusion 1: Students completing 7+ optional assignments earned 70%+. (-5 exceptions)

12. Data Analysis and Conclusion 2 Final grades of students who completed 7+ optional online assignments vs. <7 Conclusion 2: Students completing 7+ optional online assignments averaged 15% higher final grade. F=26.443, df=208, P<0.0001 67% 82%

13. Final Grade distributions: Small vs. Large sections Final Grades Comparisons and Conclusion 3 59% 41% 36% 64% 59% 41% Conclusion 3: Greater % of students earn A’s and B’s compared to earlier semester Opt. Online Ass’ts offered No Opt. Online Ass’ts offered Small section

14. Conclusions Community-building online activities coincided with ◦Very few grades below C (based on Large Fall- 13) ◦15% higher average final grade (82% vs. 67% for students that completed the course, Large Fall-13) ◦Higher percentage of A’s and B’s (compared to semester w/o community building exercises)