University of Maryland Eastern Shore
Course Title: Principles of Biology
Contact: Joseph Pitula
University of Maryland Eastern Shore (UMES) plans to redesign Principles of Biology, the first semester course in a two-semester sequence designed for freshman science and health professions majors. Annual enrollment is ~550 students, representing about 40% of the freshman class. The course introduces students to the basic concepts in biology with an emphasis on molecular, cellular and genetic concepts. Faculty teach in a lecture format using a combination of PowerPoint presentations, chalk-talks and Blackboard. Evaluation is based upon four homework assignments, quizzes and exams that typically include a mix of multiple-choice questions and short essay problems.
The traditional course faces five academic problems: 1) inconsistent foundational knowledge of incoming students, 2) poor retention of course content, 3) ineffective lecture-based format, 4) under use of course textbook, and 5) a high rate (~40%) of students ineligible to enroll in the second semester course due to grades of DFW.
UMES will redesign Principles of Biology, using the Replacement Model. Reduction in the number of lectures from three 50-minute sessions weekly to one 50-minute lecture session each week and the incorporation of computer-based learning experiences are critical components of the redesign. Students will be required to spend at least two hours in a learning resource center which features online resources and on-demand personalized assistance. Recitation sessions to review concepts in the week’s module will be required for students scoring less than 75% on quizzes or exams and optional for those scoring higher.
The redesign of Principles of Biology will improve the quality of the course by eliminating inconsistencies in students’ learning experiences and encouraging active learning. All students will work on one set of learning goals and with one professor. Instructional software will include biology concept tutorials, exercises and quizzes that provide feedback for deriving correct answers. The learning resource center will be staffed by undergraduate learning assistants (ULAs) and tutors to offer students individualized assistance as needed. Faculty will also be in the center for five designated hours per week to work with students and to supervise ULAs and tutors.
Student learning outcomes will be assessed by comparing performance data from parallel sections. Two professors will teach both the traditional course and the redesigned course during the pilot phase. A comparison of common exam grades, final grades (A-F, P/F), drop/fail/withdrawal (DFW) rates and retention rates will be utilized in the assessment of the impact of course redesign.
Appreciable savings will be achieved by doubling section size from 55 to 110, decreasing the number of sections offered annually from eight to five, replacing lecture time with computer-based learning experiences, eliminating the duplication of professor’s efforts, using ULAs and tutors and taking advantage of the automated grading features of the software. UMES projects a cost-per-student decrease from $158 to $94, a reduction of 41%. Upon full implementation, the savings is estimated to be more than $33,000 per year. The redesign will allow faculty more time dedicated to research and to teaching advanced courses and will support ongoing faculty development activities.
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