Evaluation of Genetics, Biotechnology and Human Affairs – Summer Semester 2006
Pima Community College (PCC) and JobPath, Inc.
Prepared by Julie R. Erickson, PhD, RN, FAAN - Evaluator
Measuring Change Based on Course Objectives: A post/pre questionnaire was developed to assess
youth ratings of themselves on each of the course objectives. The post/pre survey is attached to this
report. The students responded to nine items. In the column labeled ‘NOW’, each student was
instructed to circle his/her response based on how he/she felt near completion of the course. In the
column labeled ‘BEFORE’, the student was asked to recall how he/she felt at the start of this course and
circle his/her response to each item. The responses for each item were none, low, moderate and high.
Responses were anonymous. This questionnaire was completed by 23 of the 24 students two days prior
to the end of the course.
For analysis, the 23 surveys were entered into a SPSS database. The responses were scaled as 0=none,
1=low, 2=moderate and 3=high. Paired comparisons examined change from before to now. Since the
sample size was small, paired t-tests and Wilcoxon Signed-Ranked Matched Pairs tests were both used
to determine statistically significant changes from before to after. Changes were significant if the pvalue of both paired comparisons were less than 0.05, that is, less than a 5% chance of saying a change
occurred when it did not.
The following table reports descriptive statistics including the mean (standard deviation) and median for
each course objective at completion and start of the Summer Institute. The p-value of both paired
comparisons are reported.
Responses on the Nine Course Objectives (n=23 students)
Scale: 0=none, 1=low, 2=moderate, 3= high
NOW - completion
BEFORE - start
P-value
How would you rate…..
Mean (sd)
Median
Mean (sd)
Median
t-test
Wilcoxon
Your ability to describe the objectives of the human
genome project and its potential benefits to society?
Your knowledge of the history of recombinant DNA
technology and its impact on modern biology?
Your skills in using scientific methods to formulate
and answer questions?
Your proficiency in standard laboratory techniques
including metric measurements, gel electrophoresis,
bioseparations, transformations and following a
procedure?
Your ability to demonstrate safe laboratory
practices?
Your skill in describing and performing key
techniques used in recombinant DNA technology
and studies of the human genome?
Your ability to discuss the ethical, legal and social
issues emerging from the human genome project and
biotechnology?
2.96 (0.21)
3 = high
2.61 (0.58)
3 = high
2.61 (0.50)
3 = high
0.96 (0.64)
1 = low
1.26 (1.01)
1 = low
1.87 (0.87)
2 = moderate
.000
.000
.000
.000
.000
.000
2.74 (0.62)
3 = high
1.61 (0.78)
2 = moderate
.000
.001
2.91 (0.29)
3= high
2.39 (0.78)
3 = high
.002
.006
2.61 (0.58)
3 = high
0.96 (0.58)
1 = low
.000
.000
2.61 (0.58)
3 = high
1.26 (0.96)
1 = low
.000
.000
1
NOW - completion
BEFORE - start
P-value
Mean (sd)
Median
Mean (sd)
Median
t-test
Wilcoxon
2.13 (0.63)
2 = moderate
2.43 (0.51)
2 = moderate
0.74 (0.81)
1 = low
1.59 (0.79)
2 = moderate
.000
.000
.000
.000
How would you rate…..
Your knowledge of careers in biotechnology?
Your skills in communication, critical thinking and
mathematics as they relate to biotechnology?
The findings demonstrated statistically significant increases in ability, knowledge and skills for all
course objectives. There was less than a 1% chance of concluding that the course had an effect on each
of the nine objectives when, in fact, it had no effect on the students. In rank order from the largest to
smallest change before to after, the changes were:
1) Your ability to describe the objectives of the human genome project and its potential benefits to society.
2) Your skill in describing and performing key techniques used in recombinant DNA technology and studies
of the human genome.
3) Your knowledge of careers in biotechnology.
4) Your knowledge of the history of recombinant DNA technology and its impact on modern biology.
5) Your ability to discuss the ethical, legal and social issues emerging from the human genome project and
biotechnology.
6) Your proficiency in standard laboratory techniques including metric measurements, gel electrophoresis,
bioseparations, transformations and following a procedure.
7) Your skills in communication, critical thinking and mathematics as they relate to biotechnology.
8) Your skills in using scientific methods to formulate and answer questions.
9) Your ability to demonstrate safe laboratory practices.
Measuring Other Aspects of the Course: Students were asked seven additional questions about the
course. The responses are reported below.
Students were asked about their personal objectives for taking the course. The item read ‘On a scale of
0% (this course met none of my goals) to 100% (this course met all of my goals), please rate your
assessment of this course in meeting your personal educational goals.’ Possible responses included 0%
(none), 10%, 20%, 30%, 40%, 50%, 60%, 70%, 80%, 90% and 100% (all). Descriptive statistics found
the following.


The average assessment of goal attainment was 90.1% (sd=7.33%) with a median of 90%.
22% of students responded 80% while 48% said 90% and 30% met 100% of their expectations.
Students were asked about their likelihood of pursuing more courses in biotechnology. The item read ‘
After completing this course, how likely are you to pursue more coursework in biotechnology?’ The
possible responses were scaled as 0=not at all likely, 1=somewhat likely and 2=very likely. Descriptive
statistics found the following.


The average likelihood was 1.52 (sd=0.51) with a median of 2 or very likely to pursue.
48% said somewhat likely while 52% said very likely to take additional coursework.
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Students were asked about their satisfaction with their experiences in class. Students were asked ‘How
satisfied were you with the laboratory experiences offered in the course?’ and ‘How satisfied were you
with the non-laboratory experiences offered in the course?’ The possible responses were scaled as
0=very dissatisfied, 1=dissatisfied, 2=neither dissatisfied or satisfied, 3=satisfied and 4=very satisfied.
Descriptive statistics found the following:


On average (mean=3.4, sd=0.51 with median=3), the students were satisfied with lab experiences.
57% were satisfied and 43% very satisfied with the laboratory experiences.


On average (mean=3.1, sd=0.63 with median=3), the students were satisfied with non-lab experiences.
61% were satisfied while 26% were very satisfied and 13% were neither satisfied nor dissatisfied.
Students were asked if they would recommend this course to other high school students. The response
was 100% yes.
Students were asked to write down their best experience in this course. Several students reported more
than one best experience. The following aggregates their responses.

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Visiting the U of A, especially VR lab
Learning new lab techniques (n=7)
Doing all the experiments, labs (n=7)
Class discussions about issues, ethics that face scientists (n=3)
Research paper
When we discussed key topics of biotechnology
Really improved my critical thinking skills and appreciation of science to life
Learning about biotech research done today
DNA sequencing (n=2)
Visiting genographic labs
Field trips (n=2)
Students were asked to write down their worst experience in this course. Several students reported more
than one worst experience. The following aggregates their responses.

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Going to Ventana Medical (n=2)
Not seeing much on the U of A tour
Seeing the sequencing labs at the U of A
Sequencing things of the computer
Some labs didn’t turn out because of equipment (n=4)
Writing the research paper (n=3)
Homework, too much reading (n=3)
Short amount of time
Metric conversion (n=2)
Doing the protein experiment with livers
Lab work
Biotechnology paper
Field trips (n=2)
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Summary of Findings
The course significantly increased the students’ knowledge, ability and skills related to biotechnology in
the nine areas identified in the course objectives. Most students reached 90% to 100% of their personal
goals for attending the summer course. Students were more satisfied with the laboratory experiences
than the non-laboratory content of the course. All students reported they were likely to take additional
coursework in biotechnology. All students would recommend the course to others in high school.
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