BIOL 1305/1113
Have changes been made in the way instructors (faculty or graduate students) teaching your core
courses in natural sciences are trained, oriented, or supervised?
Spring 2010 - The laboratory coordinator position returned to a faculty assignment. Specifically,
laboratory exercises and lecture material was developed to be consistent and to conform to the
content of the lecture. All lab sections were presented with the same basic lecture and TA’s met
weekly with the faculty coordinator to discuss assessment criteria so grading across labs was
consistent.
Have changes been made in the base syllabus for your core courses in response to assessment results?
Fall 2012 – Syllabus adjusted to include weekly on line quizzes and current event readings with
written summary assignments.
Have you adjusted the way the courses are assessed, the examinations, or the base content in the areas
listed above in response to assessment results?
Fall 2012 –Pre and Post course assessment quizzes were implemented along with repeated
assessment questions on mid-term exams and final.
Have you made any changes in the way content is delivered such as adding on-line modules, improving
classroom technology, using on-line quizzes or exams, making lectures available to students on-line, or
flipping the classroom?
Spring 2010 - All lectures posted on-line as well as the syllabus and calendar. Feedback on
course questions and grades made available using blackboard course site.
Fall 2012 – Couse was flipped – online lecture presentation of ecological and environmental
fundamentals followed by an on-line quiz required to be completed prior to the face-to-face
class time. Face-to-Face class time given to in depth interactive analysis of current events and
case studies related to on-line material. Summary presentation of face-to-face material posted
on-line after discussion.
Have you made any changes in how students are provided with help to improve their comprehension of
the material such as on-line tutoring, faceto-face or group help sessions, etc.
Spring 2010 – on-line discussion groups assigned to discuss big concept issues relating several
concepts together (ie. Solving world hunger sustainably). And an anonymous discussion where
students can post questions or gripes anonymously and get feedback from other students (or
instructor). This has improved student compliance and satisfaction with the flipped course
concept especially when a freshman gets feedback from a graduating senior.