Slide #1.

Biological Sciences: Developing Better Biologists through Coordinated Curriculum Revision and Assessment KHRYS DUDDLESTON PROFESSOR OF BIOLOGICAL SCIENCES
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Slide #2.

Identify the Problem(s): Faculty Discussions  Concerns and consistent problems  Competencies  Content  Time to completion  Modern biology?  Why these problems?  Disconnect between faculty expectation and student ability at the outset  How we teach  “Old curriculum”: lengthy pre-req chains, too many required classes (labs), too few choices
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Slide #3.

The Solution: Curriculum Revision  Short answer: Change everything  Long answer:  Improve time to completion  Incorporate more choice  Be true to the breadth that is the biological sciences  Change what and how we teach   Active and Experiential Learning  Shift focus toward more concepts and competencies, not just content  Threading and scaffolding throughout the curriculum Assessment
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Slide #4.

The Solution: Curriculum Revision  Short answer: Change everything  Long answer:  Improve time to completion  Incorporate more choice  Be true to the breadth that is the biological sciences  Change what and how we teach  Short term goals  Active and Experiential Learning  Shift focus toward more concepts and competencies, not just content  Threading and scaffolding throughout the curriculum Assessment
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Slide #5.

The Solution: Curriculum Revision  Short answer: Change everything  Long answer:  Improve time to completion  Incorporate more choice  Be true to the breadth that is the biological sciences  Change what and how we teach   Active and Experiential Learning  Shift focus toward more concepts and competencies, not just content  Threading and scaffolding throughout the curriculum Assessment Long term goals
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Slide #6.

The Process: “Short Term” Goals  Curriculum retreat in fall 2012   Discuss and vote  Program structure and requirements  Core courses Come up with a plan    Create subcommittees  Course committees  Disciplinary committees Create a timeline  Generate paperwork (60 CARs and CCGs!)  Push it through the system Curriculum began fall 2015
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Slide #7.

The Process: Long Term Goals  Faculty meetings dedicated to curriculum issues  Assessing  Sharing  Faculty ideas meetings dedicated to assessment issues  Student  Where  How approaches learning outcomes
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Slide #8.

The Curriculum: Requirements, Progression Old Intro I/L Cell/L Evolutio n New Intro II/L Intro/EL UG Research Genetics/L Ecology/L Physiology/ LMicrobiology/L UD Electives Senior Seminar UG Research Cell Genetics Ecology Evolution **EL UG Research Phys Electives Eco/Evo Electives Cell/Gen Electives UG Research ELs Senior Seminar
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Slide #9.

Long Term Goals: Teaching and SLOs   Vision and Change (and the biologist of the 21 st century) [1]  Concepts vs Content  Experiential Learning Student Learning Outcomes  Demonstrate an understanding of the core concepts in the biological sciences: evolution; structure and function relationships; information flow, exchange and storage; transformation of energy and matter.  Apply the process of science and construct knowledge through observations, experimentation, quantitative reasoning and hypothesis testing.  Read, analyze and synthesize primary literature, and communicate scientific concepts and data in written and oral form. [1] Vision and Change in Undergraduate Biology Education: A Call to Action. 2011. AAAS
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Slide #10.

SLOs: Threading Concepts Demonstrate an understanding of the core concepts in the biological sciences: evolution; structure and function relationships; information flow, exchange and storage; transformation of energy and matter  BIOL A108 Principles and Methods in Biology  Team taught, module (3) based  Module 1: Evolution plus 1 more concept  Module 2: Two concepts  Module 3: Two concepts  Sophomore level requirements: Concepts within discipline-specific content  Upper division selectives/electives: Concepts within discipline-specific content  Senior seminar: Write a proposal: demonstrate conceptual and content knowledge
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Slide #11.

SLOs: Scaffolding Competencies Apply the process of science and construct knowledge through observations, experimentation, quantitative reasoning and hypothesis testing  BIOL A108: Each module develops competencies in hypothesis development and testing, experimental design, data collection and analysis  Sophomore and upper division Els build and further develop competencies within a disciplinary context  Authentic research experiences, increased independence  Increased expectation  Undergraduate research  Senior Seminar: Write and defend a proposal
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Slide #12.

SLOs: Threading and Scaffolding Read, analyze and synthesize primary literature, and communicate scientific concepts and data in written and oral form  BIOL 108: Scientific writing and oral presentations  Sophomore level lectures: analyze literature, writing within the disciplines  Sophomore level ELs: writing and presenting original data in the disciplines  Upper division/UG Research: analyze literature, lead discussions, oral and written communication, research presentations and papers  Senior Seminar: Write a proposal, present and defend to the class
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Slide #13.

Integrated Assessment: Still in Development  ePortfolios  Assess through required courses in the program via artifacts uploaded by students into ePortfolios  Concepts  Competencies  Content  Program exit exam  Content  Enable comparison to old curriculum
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