Redesign of Biology 101 at
Salisbury University
Maryland Course Redesign Workshop
29 May 2009
SU Redesign Team
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Clem Counts*
Mark Frana
Sam Geleta
Ron Gutberlet*
Mark Holland
Wanda Kelly*
Joan Maloof
Claudia Morrison-Parker
Wanda Perkins
Betty Lou Smith*
Bob Tardiff
Melissa Thomas
McGraw-Hill
Dr. Les Erickson, learning technology guru (left)
– Heidi Freund, Meghan Moreau, Matt Swinand
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Enhancement of online learning in Biology 210
– Kim Hunter, Richard Hunter
*current instructors
Selected Goals of Biology 101
• Improve biological literacy of our students
• Demonstrate relevance of biological
science to all citizens
• Create a positive experience of biology,
doing justice to the amazing natural world
• Distinguish science from non-science
• Share practical information about personal
and environmental health
Selected Components of Redesign
• Use of Blackboard to deliver online content that partially
replaces traditional lectures
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Weekly instructions
Study guide
Reading assignments
Online lesson from McGraw-Hill
Practice activities from McGraw-Hill
Additional links
Online quiz
• Maximize use of lab time for activities, discussion, team
contests
• Use of clickers to engage more students, to initiate
discussions, and to automate some grading
Value of Pilot (Spring 2008)
• Learned that “lecture” time could probably be
reduced to one hour per week
• Learned that some traditional lecture is probably
beneficial
• Student reaction to an eBook was generally
negative.
• Developed online course component
• Single instructor
• Student feedback prior to full implementation
Course Structure
Traditional
Initial Redesign
Full Redesign
“Lecture”
hrs/week
students/section
sections
3
72-96
6
1.5
96
6
1
120
4
Lab
hrs/week
students/section
sections
2
24
20
2
24
20
2
24
20
Selected Enhancements to Course
Structure
• The same instructor now teaches all of the
lab sections (5) from their “lecture” section.
• One section of Biology 101 with its 5 labs
is a full teaching load.
• Course Coordinator
• Lab Coordinator
Additional Enhancements
• Complete revision of lab manual during summer
2008
• Academic value of lab time is maximized—
activities and small group discussion.
• Revision of online materials based on student
and instructor feedback.
• Course drift minimized through use of common
online materials and faculty cooperation and
compromise (summer and fall 2008).
Evaluation and Assessment
• Student surveys
– Response to course is generally positive
– Students spend more time working on course material
• Embedded exam questions
– Student performance has improved or stayed the same
• DFW rates
– Decrease from 11 to 6% for one instructor
– Heterogeneous results during fall 2008
• Full implementation in spring 2009
– Analysis pending
Student Comments
• “I liked the online style of the course.”
• “Online quizzes were helpful.”
• “I usually do not like bio but it quickly became
my favorite this semester.”
Student Comments
• “I really like the mix between online work
and class time.”
• “It is new and a little hard to get used to,
but I like it!”
• “I never really liked bio until now.”
Cost Reduction—Overload Pay
Fall 2006
(Traditional)
Spring 2009
(Redesign)
Fall 2009
(Projected)
$10,370.48
$1196.00
$0
Cost Reduction—Cost per Student
Traditional
(Spring 2007)
Redesign
$269.30
$51.85*
*further evaluation pending
Implementation Issues
• Not all instructors “bond” with clickers.
• Comfort level of instructors improves
significantly after one semester.
• Student attitudes and expectations evolve
quickly.
– Some resistance (very limited) to course
design during pilot
– New students don’t necessarily expect the
more traditional course format.
Selected Faculty Reservations
• Decreased classroom time and the uneasy
feeling of not telling students information
directly and in person
• Concern that workload could increase
• Both have been addressed.
Support from Department,
Institution, and McGraw-Hill
• Assigned time to prepare and implement the
pilot; workload discussion ongoing
• Department faculty and university administration
supportive and encouraging
• Good advice from redesign team and other
colleagues
• Excellent support (advice, implementation, etc.)
from our Instructional Technology group
• Free online course and eBook from McGraw-Hill
for students in the pilot section