Biology Program Review:
Lessons Learned
Brenden Rickards, Ph.D.
Assistant Professor, STEM
Gloucester County College
April 20, 2012
Project Goals
• The Associates in Science (A.S.) Biology Program was evaluated based on
four major aspects:
– Does the program satisfy the New Jersey General Education
Foundation goals
– Does the program support the long term educational goals of
Gloucester County College
– How effective is the curriculum in providing students training to
transfer to four year institutions
– How effective is the program in preparing students for a career in the
biological sciences including, but not limited to, biological research,
the pharmaceutical industry, biotechnology or health care
Project Overview
• Review the history of the A.S. Biology Program at Gloucester County
College from 1973 to present
• Evaluate the Program with NJ General Education Foundation goals
• Assess classroom and scheduling needs
• Evaluate transferability
• Program Learning Goals (Outcomes) Assessment Plan and Assessment
Results
• Program and Course Outcomes support college Institutional Learning
Goals
• Program Assessment
A.S. Biology History
• 1973: program instituted to provide students with two years of training in
the Biological Sciences for transfer to four year institutions or universities
• Program revisions ongoing include organic chemistry, ecology and cell and
molecular biology, and technical and scientific writing course
requirements
• Program supports the mission of Gloucester County College by providing a
viable transfer degree option for students interested in science
• Program enrollment has dramatically increased over the past several years
• The program currently provides the first 2 years of scientific and general
education courses required by most four year institutions.
• The Biology courses are integral components of many other degree
options, most notably, Chemistry and Allied Health programs at
Gloucester County College
A.S. Biology mission
• To provide students with training to build a solid knowledge and technical
foundation in the Biological Sciences
• To prepare students to either enter the workforce upon their graduation
or to prepare them to transfer directly into a four-year institution or
university
• To prepare students for future educational opportunities and careers in
– general biology
– biotechnology
– environmental management and conservation
– biochemistry
– science education
– pharmacy and pharmacology
– forensic science
– scientific writing and/or scientific illustration
– medicine and allied health fields such as nursing
A.S. Biology supports the college mission
• The program provides education by highly trained faculty culminating in a
degree opportunity
• The Biology courses provide an essential educational opportunity
supporting both Gloucester County College’s educational goals and New
Jersey’s general education goals for scientific reasoning in college
education
• The core Biology course curriculum courses are integral courses for
students pursuing their A.S. degrees in Chemistry, the Pre-Pharm.D.
Option for the Chemistry Degree, Marine Science, and Equine Science.
• Associated Biology courses are vital to preparing students for Nursing and
other Allied Health programs
• Biology courses are integrated into the core curriculum of every division at
Gloucester County College to support New Jersey’s general educational
goal of scientific reasoning
Total A.S. Biology Program Fall Enrollment
Total enrollment
Female
Male
Fall
2000
Fall
2001
Fall
2002
Fall
2003
Fall
2004
Fall
2005
49
52
56
75
71
84
Fall 2006
53
48
Fall 2007
62
49
Fall
2006
101
Fall 2008
63
48
Fall
2007
Fall
2008
111
Fall 2009
82
47
111
Fall
2009
129
Fall 2010
90
60
Fall
2010
150
A.S. Biology History: Lessons Learned
• The A.S. Biology program has undergone several revisions since its
inception in 1973
• The A.S. Biology Program strongly supports the mission of Gloucester
County College by providing a viable transfer degree option for students
pursuing future careers in science research, industry, health care,
pharmaceuticals and many other related fields.
• Program enrollment has dramatically increased over the past several years
• Outreach efforts designed to recruit women to the sciences have led to an
increase in women enrolling as Biology majors at GCC
• The program currently provides the first two years of scientific and general
education courses required by most four year institutions.
• The Biology courses are integral components of many other degree
options, most notably, Chemistry, Education and the Allied Health
programs
A.S. Biology supports NJ General Education
Foundation A.S. Degree option goals
General Education Goal
A.S.
(30 Credits)
List the courses* that fulfill the Gen Ed category:
*include course designation and title, e.g., PSY 101,
Introduction to Psychology
6
COM 101 English Composition I
COM 102 English Composition II
9 credits total from MAT-SCI-TECH
3-8 credits MAT
MAT 105 Pre-Calculus and Math Analysis
MAT 108 Calculus I
3-8 credits SCI.
BIO 101 General Biology I
BIO 102 General Biology II
0-4 credits TECH
CSC 101 Introduction to Programming
OR
CSC 111 Intermediate Programming
Goal 5: Social Science
3
Social Science Elective
Goal 6: Humanities
3
Humanities Elective
Social Science or Humanities
3
Social Science OR Humanities Elective
Goal 1: Communication
Goal 2: Mathematics
Goal 3: Science
Goal 4: Technology
Goal 7: History
Goal 8: Diversity
Unassigned Gen Ed
6
Total
30
HPE___ Health and Physical Education Elective
BIO 209 Ecology: Principles and Process
BIO 215 Microbiology
OR
BIO 221 Cell and Molecular Biology
CHM 111 General Chemistry I
CHM 112 General Chemistry II
CHM 201 Organic Chemistry I
CMH 202 Organic Chemistry II
General Education Electives (2)
A.S. Biology supports GCC Institutional
Outcomes and Goals
GCC Core Competency Goals
A.S. Biology Required Course
CT/IL
BIO 101 General Biology I

BIO 102 General Biology II

BIO 209: Ecology – Principles and Processes

BIO 215: Microbiology

BIO 221: Cell and Molecular Biology

CHM 111: General Chemistry I

CHM 112: General Chemistry II
MT
TW
CM
CTL




AW
CS
PS















CHM 201: Organic Chemistry I





CHM 202: Organic Chemistry II





COM 101: English Composition I




COM 102: English Composition II




CSC 101: Introduction to Programming

CSC 111: Intermediate Programming

MAT 107: Pre-Calculus and Math Analysis


MAT 108: Calculus I




GCC Core Competency Goals: Key
=All sections
CT/IL – Critical Thinking/Information Literacy MT – Mathematical Reasoning
TW – Teamwork
– Computer/Technology Literacy
AW – Awareness of the Arts
CS – Community Skills

CM – Communication Skills
PS – Personal Skills
CTL
Biology course offerings and enrollment
Total Biology Sections offered
Semester
2006-2007
2007-2008
2008-2009
2009-2010
2010-2011
Fall
45
48
59
51
67
Spring
45
45
45
52
64
Summer I
12
14
14
16
13
Summer II
5
6
9
13
16
107
113
117
132
160
Total
Total student enrollment
Semester
2006-2007
2007-2008
2008-2009
2009-2010
2010-2011
Fall
1095
1200
1230
1332
1438
Spring
1050
1106
1144
1240
1333
Summer I
274
274
294
324
271
Summer II
95
103
182
237
275
2514
2638
2850
3133
3317
+6.7%
+6.2%
+9.9%
+7.8%
+24.6%
+16.4%
23.7
20.7
Total
Percent change from prior year
3 year percent change
Average students per section
23.5
23.7
24.4
Course Scheduling and organization
• Scheduling tools now used to offer the large numbers of sections of
biology classes:
– We now have some classes using a dry lab which has tables, power for
microscopes, and 12 laptops that can be moved in on a cart
– Faculty have change their delivery from an integrated lab/lecture
teaching approach to separating lab and lectures into different
classrooms
– Lecture classes for two sections are often combined into one larger
room to free up space for another lecture and/or laboratory
– Hybrid delivery options of many courses are now being offered
– Accelerated hybrid and traditional courses are now being offered
– For Summer, several summer sections of Science labs begin earlier in
the calendar year to accommodate three summer terms of 5 week
classes.
– Schedules have been revised to use the lab classrooms daily
– Weekend sections of classes are offered to use the lab space daily
A.S. Biology Program Transferability
• The program has shown to be accepted for transfer to many institutions
• Students have succeeded at schools such as University, Rutgers University,
TCNJ, Stockton, Temple and Penn State, among others
• Rowan University
– Direct feedback from the institution, instructors and from former
students indicates that, while our students are generally extremely
well prepared, they have traditionally been weak in Cell and Molecular
Biology.
– In response, new curriculum was developed in 2011 to address this
issue
• Courses transfer to variety of places
Student feedback
• Students report very successful transfer and completion of baccalaureate
degrees to other institutions including
– Rutgers University – Camden
– Rutgers University – New Brunswick
– Rowan University
– Richard Stockton College
– The University of Pennsylvania
– Thomas Jefferson University
– Temple University
• The curriculum is very effective in providing students training to
successfully transfer to four year institutions
A.S. Biology Program Evaluation: Lessons Learned
•
•
•
•
•
•
•
•
•
•
•
The A.S. Biology program satisfies the New Jersey General Education Foundation goals
The core curriculum required trains students in five of GCC’s core competencies: Critical
Thinking and Information Literacy, Mathematical Reasoning, Teamwork, Computer and
Technological Literacy, and Communication
The program is very weak in student learning GCC’s core competencies of Awareness of the
Arts, Community Skills and Personal Skills with the degree dependent upon students
choosing elective courses to satisfy their training
The curriculum offers many general education courses for students
Faculty are very dedicated to updating curriculum of existing courses and adding new
courses
Program courses are equivalent to almost every Biology program for the first two years of
the curriculum
The total sections of Biology courses running per year has increased from 107 during the
2006-2007 academic year to 132 during the 2009-2010 academic year
Enrollment in Biology courses has also dramatically increased from 2514 students during
the 2006-2007 academic year to 3133 during the 2009-2010 academic year (a 24.6%
increase)
The Biology course offerings are very transferrable to other NJ institutions
The Biology program is very transferrable with several direct articulation agreements
Direct feedback from students indicates that the program is succeeding at preparing them
for their transfer to four year institutions
A.S. Biology Program Learning Goals/Outcomes
• Students who have completed the Biology program will be able to:
– Goal 1: Demonstrate application of theoretical concepts and
fundamental principles in the biological sciences, including use of the
scientific method
– Goal 2: Conduct background research on life science topics to make
educated conclusions and demonstrate ability to access and assess
information including understanding of basic concepts, processes and
keywords necessary to explore topics
– Goal 3: Communicate with others in written and oral form and
present life science information effectively
– Goal 4: Operate basic laboratory equipment successfully including
microscopes, measurement devices, and computer technologies
– Goal 5: Apply critical thinking and problem solving skills to solving
biology-based problems including utilizing statistics and graphical
analyses
Program Learning Matrix: When are the skills
for achieving success actively learned?
Curriculum
Core Biology
Curriculum
Program Learning Goals
Goal #1
Demonstrate
application of
theoretical
concepts and
fundamental
principles in the
biological
sciences,
including use of
the scientific
method.
Goal #2 Conduct
background
research on life
science topics to
make educated
conclusions and
demonstrate
ability to access
and assess
information
including
understanding of
basic concepts,
processes and
keywords
necessary to
explore topics.
GCC Core Competency Goals
Goal #3
Communicate
with others in
written and oral
form and present
life science
information
effectively.
Goal #4 Operate
basic laboratory
equipment
successfully
including
microscopes,
measurement
devices, and
computer
technologies.
Goal #5 Apply
critical thinking
and problem
solving skills to
solving biologybased
problems
including
utilizing
statistics and
graphical
analyses.
CT/L
Course Meets
NJ Gen Ed
Foundation
Goal(s)
MT
TW
CM
CTL



Course
Required in
Additional
Program(s)
BIO 101 General
Biology I
D
D
D
D
D
GSCL
YES

BIO 102 General
Biology II
D
D
D
D
D
GSCL
YES

BIO 209 Ecology:
Principles and
Process
A
D
A
D
A
GSCL
YES

BIO 215
Microbiology
A
A
A
A
A
GSCL
YES

BIO 221 Cell and
Molecular Biology
A
A
A
A
A
GSCL
YES
(Bioscience
Option)








AW
CS
PS
Program Learning Matrix: When are the skills
for achieving success actively learned?
Curriculum
Core Required
Chemistry Courses
Program Learning Goals
Goal #1
Goal #2
Goal #3
GCC Core Competency Goals
Goal #4
Goal #5
Course Meets
NJ Gen Ed
Foundation
Goal(s)
Course
Required in
Additional
Program(s)
CT/L
MT
TW
CM
CTL
CHM 111 General
Chemistry I
D
GSCL





CHM 112 General
Chemistry II
D
GSCL





CHM 201 Organic
Chemistry I
A
GSCL





CHM 201 Organic
Chemistry II
A
GSCL





Core Required
Non-science
Curriculum
COM 101 English
Composition I
D
GCOM




COM 102
English
Composition II
D
GCOM




GMAT

MAT 107
PreCalculus and Math
Analysis

AW
CS
PS
Program Learning Matrix: When are the skills
for achieving success actively learned?
Curriculum
Core Required Nonscience Curriculum
Program Learning Goals
Goal #1
Goal #2
Goal #3
GCC Core Competency Goals
Goal #4
Goal #5
Course Meets
NJ Gen Ed
Foundation
Goal(s)
Course
Required in
Additional
Program(s)
CT/L
MT

MAT 108
Calculus
GMAT

CSC 101 or 111
Introduction to
Programming OR
Intermediate
Programming
GTEC

TW
CM
CTL


AW
CS
PS
In
111

HPE_______
Health and Physical
Education Elective
Humanities Elective


Social Science
Elective


Social Science OR
Humanities Elective


Program Learning Matrix: Lessons Learned
• Our courses meet the NJ General Education Foundation General Education
goals as laboratory science general education courses
• Our courses are required in other degrees at GCC
• The program provides students in depth opportunities to achieve many of
GCC’s core competency institutional learning goals including Critical
Thinking/Information Literacy, Mathematical Reasoning, Teamwork,
Communication Skills and Computer/Technology Literacy
• The program is dependent upon students choosing electives allowing
them the opportunity to develop our core competencies in the avenues of
Awareness of the Arts, Community Skills and Personal Skills
• The skills and knowledge necessary to successfully achieve our Program
Goals are learned and developed during the first year of study and then
applied during the second year
A.S. Biology Program Learning Goals/Outcomes
Assessment Plan
What are the learning outcomes
(Goals)?
How, where, and when are they
assessed?
What are the expectations? Indicate the standard for
success.
Goal #1: Demonstrate application of
theoretical concepts and fundamental
principles in the biological sciences,
including use of the scientific method.
Pre-examination at the beginning of
BIO 101, 102, 209 and 215 or 221.
Students should show improvement on concepts
including the scientific method from their first to their
second year as they progress from developing their skills
in BIO 101/102 to applying them in BIO 209/215/221.
Goal #2: Conduct background research
on life science topics to make educated
conclusions and demonstrate ability to
access and assess information
including understanding of basic
concepts, processes and keywords
necessary to explore topics
Students will complete the same preexamination as a post-examination
following course completion.
Pre-examination at the beginning of
BIO 101, 102, 209 and 215 or 221.
Students will complete the same preexamination as a post-examination
following course completion.
Standard for success: Students progress to earn a ‘C’
grade or above on post-examination for all students
completing the course.
Students should show improvement on research analysis
and formulating conclusions from their first to their
second year as they progress from developing their skills
in BIO 101/102/209 to applying them in BIO 215/221.
Standard for success: Students progress to earn a ‘C’
grade or above on post-examination for all students
completing the course.
A.S. Biology Program Learning Goals/Outcomes
Assessment Plan
What are the learning outcomes
(Goals)?
How, where, and when are they
assessed?
What are the expectations? Indicate the standard for
success.
Goal #3: Communicate with others in
written and oral form and present life
science information effectively.
Required Oral presentation in BIO 101
and BIO 215.
Students should show improvement on presenting scientific
information accurately from their first to their second year
as they progress from developing their skills in BIO 101/102
to applying them in BIO 209/215/221.
In depth, required written laboratory
reports in BIO 209 and BIO 221.
Standard for success: Students progress to earn a ‘B’ grade
or above on their presentations in BIO 215 and their written
reports in BIO 209 and 221 (if applicable).
Goal #4: Operate basic laboratory
equipment successfully including
microscopes, measurement devices, and
computer technologies.
Pre-examination at the beginning of BIO
101, 102, 209 and 215 or 221.
Students will complete the same preexamination as a post-examination
following course completion.
Students should show improvement on identifying and
analyzing uses of equipment from their first to their second
year as they progress from developing their skills in BIO
101/102/209 to applying them in BIO 215/221.
Standard for success: Students progress to earn a ‘C’ grade
or above on post-examination for all students completing
the course.
Students complete field laboratory techniques and analyze
data from these techniques in BIO 209.
**Operation of laboratory equipment and computers is
essential for students to successfully complete both BIO 215
and BIO 221. Thus student success in the laboratory sessions
of the course, completing these sessions with a grade of ‘B’
or better will also be analyzed.
A.S. Biology Program Learning Goals/Outcomes
Assessment Plan
What are the learning outcomes
(Goals)?
How, where, and when are they
assessed?
What are the expectations? Indicate the standard
for success.
Goal #5: Apply critical thinking and
problem solving skills to solving
biology-based problems including
utilizing statistics and graphical
analyses.
Pre-examination at the beginning
of BIO 101, 102, 209 and 215 or
221.
Students should show improvement on critically
analyzing graphical and statistical data from their first
to their second year as they progress from
developing their skills in BIO 101/102 to applying
them in BIO 209/215/221.
Students will complete the same
pre-examination as a postexamination following course
completion.
Standard for success: Students progress to earn a ‘C’
grade or above on post-examination for all students
completing the course.
Act: Assessment outcome: program learning
goal #3
• Goal #3: Communicate with others in written and oral form and present
life science information effectively
• Assess student progress in required oral presentations in first year and
second year courses
• Assess written communication:
– Student success in preparing in depth scientific laboratory reports in
two separate 200 level courses
– Full laboratory reports using formats common in the peer-reviewed
primary literature are assigned in these courses
– Average success rate: 52.3% in one course, 50% in the other
– ACT: Plan to institute more training in preparing formal laboratory
reports including data presentation and interpretation into BIO 101
and BIO 102.
– ACT: Update curriculum to add Scientific and Technical Writing to
required A.S. Biology degree courses
1st year Biology Course outcomes linked to GCC
Core Competency learning goals
Course
Core Competency
Standard for success
Academic year
assessed
% Achieving success
BIO 101 General Biology I
Critical Thinking/
Information Literacy
Students average C or
above on all exams
2007-2008
69.2
2008-2009
81.4
2009-2010
77.8
2007-2008
83.3
2008-2009
97.9
2009-2010
2007-2008
70.8
91.2
2008-2009
93.8
2009-2010
2007-2008
2008-2009
2009-2010
87.5
84.8
95.8
91.7
Communication
Computer/ Technological
Literacy
Teamwork
Oral presentation
Students average B or
above on all Online
assignments
Students average B or
above on all
laboratory reports
Recommendations and analysis
Students are beginning to critically evaluate
materials and demonstrate their knowledge. The
increase in success can be attributed to increased
attention to in class critical analysis work.
Many students are succeeding in oral
presentations. To better assess, a rubric was
instituted in 2009-2010. Improvements will be
assessed from this time.
Students are very efficient at utilizing computers in
sciences as many classes (including most BIO 101)
are web enhanced and students complete work on
computers.
Students are successful working together to
achieve common goals – a necessity in science
research.
NOTE: Program Goal #3 Assessment at 100 level course: 70.8% achieving
success in oral communication
1st year Biology Course outcomes linked to GCC
Core Competency learning goals
Course
BIO 102 General Biology II
Core Competency
Standard for success
Critical Thinking/
Information Literacy
Students average C or
above on all exams
Mathematical Reasoning
Hardy Weinberg
Laboratory success
Computer/ Technological
Literacy
Students average B or
above on all Online
assignments
Academic year
assessed
2007-2008
% Achieving success
Recommendations and analysis
76
2008-2009
87
2009-2010
2007-2008
2008-2009
2009-2010
2007-2008
88.1
80
84.1
76.2
88
Students are achieving success at critical
thinking at a higher rate than BIO 101
indicating the courses are providing
student’s opportunities to progress in their
critical thinking skills. The yearly increase is
likely due to increased attention to critical
thinking in class exercises.
2008-2009
81.2
2009-2010
85.8
Students are very successful in their math
reasoning skills – a tribute to our Math
faculty.
Students are very efficient at utilizing
computers in sciences as many classes
(including most BIO 101 and BIO 102) are
web enhanced and students complete work
on computers.
2nd year Biology Course outcomes linked to
GCC Core Competency learning goals
Course
Core Competency
Standard for success
Academic year
assessed
% Achieving success
Recommendations and analysis
Critical Thinking/
Information
Literacy
Students average C or above
on all exams
2007-2008
78.1
2008-2009
89.6
Students are achieving success at critical thinking at
a higher rate than BIO 101 AND BIO 102 AND BIO
209 indicating the courses are providing student’s
opportunities to progress in their critical thinking
skills. The yearly increase is likely due to increased
attention to critical thinking in class exercises.
2009-2010
89.9
2007-2008
88.9
2008-2009
83
2009-2010
86
2007-2008
91.7
2008-2009
91.5
2009-2010
90.7
2007-2008
92.7
2008-2009
94.3
2009-2010
89.1
BIO 215 Microbiology
Communication
Computer/
Technological
Literacy
Teamwork
Oral presentation
Students average B or above
on all Online assignments
Students average B or above
on all laboratory reports
Student presentation skills are progressing from
BIO 101. This can be attributed to prior
presentations in science and non-science courses
at GCC.
Students are very efficient at utilizing computers in
sciences as many classes (including most BIO 101,
BIO 102 and BIO 215) are web enhanced and
students complete work on computers. Also,
students are achieving success at a slightly higher
rate than in BIO 101 and 102.
Students are successful working together to
achieve common goals – a necessity in science
research and health care.
NOTE: Program Goal #3 Assessment at 100 level course: 70.8%
achieving success in oral communication; at 200 level: 86%
2nd year Biology Course outcomes linked to
GCC Core Competency learning goals
Course
BIO 209
Core
Competency
Standard for success
Critical Thinking/
Information
Literacy
Students average C or
above on all exams
Communication
Students average C or
above on all laboratory
reports
Academic
year
assessed
2009-2010
% Achieving success
Recommendations and analysis
70
Students are achieving success at critical
thinking at lower rates in their first 200 level
course. The expectations of the course as the
first 200 level course include more rigorous
data analysis and since this analysis is
relatively new, they are still developing their
application and analysis skill set.
2009-2010
52.3
Students are not prepared to convey
scientific data effectively in writing.
ACTION: update BIO 102 curriculum to
introduce scientific writing earlier in the
Biology Program course sequence.
ACTION: Update curriculum to included
Technical and Scientific Writing course as
required.
NOTE: Program Goal #3 Assessment at 200 level course:
52.3% achieving success in written communication
2nd year Biology Course outcomes linked to
GCC Core Competency learning goals
Course
BIO 221
Core Competency
Standard for Success
Academic Year
Assessed
% Achieving
Success
Recommendations and Analysis
Critical Thinking/
Information Literacy
Students average C or
above on all exams
2010-2011
90%
Students are achieving success at
critical thinking at a higher rate than
prior courses indicating the courses
are providing student’s
opportunities to progress in their
critical thinking skills.
Communication
Students average C or
above on all laboratory
reports
2010-2011
50%
Students are not prepared to
convey scientific data effectively in
writing.
ACTION: update BIO 102
curriculum to introduce scientific
writing earlier in the Biology
Program course sequence.
ACTION: Update curriculum to
included Technical and Scientific
Writing course as required.
Teamwork
Students average B or
above on all
laboratory reports
2010-2011
90%
Students are successful working
together to achieve common goals
– a necessity in science research
and health care.
NOTE: Program Goal #3 Assessment at a second 200 level course:
50% 52.3% achieving success in written communication (52.3% in
the other)
A.S. Biology Program Learning Goal #3
Assessment: Lessons Learned
• Goal #3: Communicate with others in written and oral form and present
life science information effectively
– Average success rate for oral communication at 100 level course:
70.8% ; at 200 level: 86%
• Students are progressing from 100 to 200 level courses in their
presenting scientific information orally
– Average success rate for written communication of scientific data:
52.3% in one course, 50% in the other
• ACT: Plan to institute more training in preparing formal laboratory
reports including data presentation and interpretation into BIO
101 and BIO 102.
• ACT: Update curriculum to add Scientific and Technical Writing to
required A.S. Biology degree courses
• These plans have been completed and we will re-assess in 2013
A.S. Biology supports Institutional Learning
Goals: Lessons Learned
• Students are achieving success in learning and applying course specific
GCC Core Competencies as they progress through the program
• They are succeeding at a higher rates as they progress from BIO 101 to
BIO 102.
• They are developing skills to analyze data and apply their critical thinking
skills as they then progress into the 200 level courses
• Outcome: our courses are training our students to achieve the
institutional learning outcomes in each course as they progress through
the program.
Course Assessment: Hybrid Course Delivery is
Successful for Select Science Courses
Hybrid option – exam grade
average
Traditional lecture/lab option –
exam grade average
Exam 1
75%
79%
Exam 2
90%
82%
Exam 3
84%
83%
Exam 4
82%
77%
All exam average
83%
80%
Program Assessment: A.S. Biology Degrees
Conferred
Year
1976
1977
1978
1979
1980
1981
1982
1983
1984
1985
1986
1987
Number
4
7
4
7
5
5
3
3
6
3
3
8
Year
1988
1989
1990
1991
1992
1993
1994
1995
1996
1997
1998
1999
Number
4
3
1
3
2
4
4
6
7
4
6
5
Year
2000
2001
2002
2003
2004
2005
2006
2007
2008
2009
2010
2011
Number
6
4
5
2
5
1
2
3
5
13
13
13
Program Assessment
• Degrees conferred increase – Why?
– An increased need for individuals trained for careers in health care and
biological research
– Continued course development and the rapid expansion of the course
offerings and programs by the STEM Division
– The implementation of the NJ STARS program drawing excellent
students to the GCC campus
– The addition of new full time Biology faculty to the Science division
over the past decade
– The increased recruitment of women in the sciences
A Model of Student Success using New Jersey’s
Success Model tracking the 2003 A.S. Biology
Cohort from 2003-2009
Number of
first time
degree
seeking
students in
2003
Number
earned
degree
Number
transferred to
4-year
institution
without
degree
Number
earned 30
credits with
2.0 or higher
GPA
Total %
success for
degree/
transfer/
earned 30
successful
credits
Number
transferred to
other 2-year
institutions
without
degree
Total %
success for
degree/
transfer (2 or
4 year)/
earned 30
successful
credits
28
4
7
6
60.7%
5
78.6%
Program Assessment: Student Outcomes and
Feedback
• Student graduate examples:
– A physician with their own practice
– Medical Student at UMDNJ
– Medical Student accepted at several schools for 2012
– One former student enrolled in Ph.D. Zoology program
– Four former students enrolled in Pharm.D. Programs
– Numerous students enrolled and completed Nursing and other Allied
Health Programs
Program Assessment: Lessons Learned
•
•
•
•
•
•
Much course level assessment has been done by faculty, but the program has
lacked a formal assessment process for evaluating student success in achieving
program goals
We have developed several plans to implement beginning in the Fall 2011
semester aimed at beginning to assess student success in achieving program goals
Program goal #3 (Communicate with others in written and oral form and present
life science effectively) has been assessed and plans are in place to increase
student success in achieving this goal.
Students are showing progress in achieving success regarding college Core
Competency learning outcomes as they progress from their first year to their
second year required Biology courses
The number of graduates from the Biology program has increased over the past
few years, but only ~10% of students initially identifying themselves as Biology
majors successfully complete their A.S. Biology degree.
The low graduation and retention rates may be due to students changing their
majors to the general A.S. Science degree option to further tailor their education
to what they need for transfer. Data on students changing majors needs further
evaluation.