Biology 110, Fall 2008, Prof. Stark, Assessment report

Note:
Text on the assessment form students were given is in Regular font while information and comments from students are in italics. Information as well as future directions are also in italics at the end.

Assessment
This is the course assessment, not the teacher evaluation ­p; those are collected by department ­p; they are anonymous and not shown to me until after course grades are submitted. Please reply to this e-mail by typing your replies in the appropriate places.

How to submit your comments:
The most convenient submission would be to pull down "reply" (to me by e-mail at starkws@slu.edu).
If that bothers you, try one of these 3 options:
(1) e-mail to Chrissy, the lab coordinator (zellecm@slu.edu) and she will forward it to me without your name.
(2) e-mail to Ann Janowski, the lecture TA (ajanowsk@slu.edu) and she will forward it to me without your name.
(3) submit it on paper to my box in rm 128 Macelwane.

My interpretation of the history of assessment
"Assessment" in Missouri spread after the mid 1980's "Value Added" program of Northeast Missouri State. It was originally intended "to reliably evaluate the quality of educational training." In April, 1998, SLU's Biology Department adopted a policy of having graduating majors take the Graduate Record Exam, interpreting "assessment" as "program assessment." On September 21, 2000, "each faculty member" was charged to "develop an outcome assessment tool." At this time, the interpretation was one of "student outcomes assessment." In December 2002, "course assessment" replaced "student outcomes assessment;" faculty were directed to collect information used to change or improve the course in keeping with SLU's web blurb on assessment [http://www.slu.edu/opdr/SLU_Assessment.html] ("Assessment results are utilized to improve courses and curriculum"). There is a link to the assessment reports I have prepared since assessment was mandated at SLU:
http://starklab.slu.edu/CV/Assessment.htm

Here are the stated objectives of the course:

Learning Objectives
: A student successfully completing this course should have developed:

1) Scholarship and knowledge of biology at a level appropriate for first semester freshmen in a course targeted for majors in physical therapy, occupational therapy, nutrition and dietetics and athletic training.

Yes, at first it was overwhelming but i think the class is very beneficial

2) Intellectual inquiry and communication, especially orienting first semester freshmen to the rigors of learning college level biology and the transition from high school. Through lab exercises and exams, students apply and express the concepts they acquire.

yes

3) Community building from the standpoint of cooperation with classmates and undergraduate teaching assistants in utilizing current laboratory techniques.
undgergraduate assistants did very well in helping and also the TA reviews before test were very

helpful

4) Leadership and service, in preparation toward a career in health service, taking advantage of the opportunities of knowledge provided by your professor, the authors of your text, your lab coordinator and your teaching assistants.

yes i thought the professor choose topics releavant towards health careers

5) Spirituality and values, especially through acquiring the biological information necessary to become good citizens and to lead rich and rewarding lives.

Yes

"The course fulfilled these objectives."
1. strongly agree 2. agree 3. disagree 4. strongly disagree

N = 51
Avg = 1.6766


Comments:

Some of information provided in this course, was irrelevant to allied health professions, such as plant biology. Also, most students with such majors have to take a physiology course later in their college years. This course would have a lot of overlapping topics with the physiology course. Perhaps, the instructors for these two courses should collaborate together regarding the course materials.

The class was able to teach me everything I needed to know about basic subjects of natural science and biology in general

The TA's do not all have the understanding of the labotory techniques and were sometimes as confused as the students were.

Did not like how fast he covered the material... especially when it came to the human body. Yes, I know that he has to cover a set amount of material but he likes to mention more about diseases then anything else, so he repets himself a lot about the stuff that doesn't really matter to real life.
I feel these objectives were met!

Most of the above statemenets were fullfilled. I had little enteraction with my lab coordinator and would have probably had none if I did not have an outside problem hindering my ability to go to lab one week. I know many students would not recognize her if they needed to. The TA's provided no help what so ever. To be blunt and honest, they wasted lab time. I could have read the powerpoints to myself just as effective as they read them to me. They had no insight above the knowledge that I had. (I am sure this statement is not universal for all of the TA's) The post labs were helpful because I often had to search my notes and book for the answers. They made me go above what I would have normally done. The actual information presented is information I will need as a backbone to continue in my carreer. I believe it was substancial and was prepared for the correct audience.

I wouldn't say the objectives were fulfilled to the exact words, but in a general sense, yes.

I think that the class would be much more beneficial if the chapters were grouped by related topics rather than by just what fits into the time we have before the next test. For example, grouping all of the chapters that cover a body system onto one test instead of separating respiration, circulation, and digestion out from the rest.

The lab and the lecture were well coordinated so that the experiments reinforced the lecture lessons in the lab.

It was hard transitioning from high school into college but I believe that biology 110 helped me realize what I really have to do to prepare myself for tests in the future.


"These objectives were reasonable."
1. strongly agree 2. agree 3. disagree 4. strongly disagree

N = 52
Avg = 1.5577

Comments:

i feel like it was a lot of biology not associated with the selected professions.

I thought that the information was very appropriate. It has a challenging aspect and provides information that will take each student further in his or her carreer.

"The coordination of lab and lecture schedules and material was appreciated."
1. strongly agree 2. agree 3. disagree 4. strongly disagree

N = 54
Avg = 1.5556

Comments:

It was really nice to have the labs and the lectures coincide. I love having the ability to go back and listen to the podcasts if I missed something in class or needed to hear the explanation and be able to pause it to make sure I understand everything. Professor Stark did a wonderful job making all resources available for us to succeed in his class.

I loved how the lecture & lab were coordinated...My chem lecture & lab did not correspond to each other very well & it was very frustrating. Bio was a nice change : )

i would have liked to have been particapating in labs before the tests we on the material. I enjoyed the labs, however i felt that some of the labs would have been much more helpful if they were a week earlier

I liked the way the lab coordinated with the topics being taught that week in lecture. I feel it helped me learn better.

Most things were revelant and worth the time. However more times than not, I have no idea what was going on. Many times I did not understand the purpose of certain aspects of the lab and had to research what was happening or suppose to happen on my own. I believe the TA's should have knowledge beyond the purpose and protcol of the lab.

The labs and lectures always worker well together with what was being taught.

I felt the schedule between lab and lecture conflicted in that a couple of times in the semester an exam would be given before the final lab was had that still dealt with lessons for that exam.

I liked how the material corresponded from lecture to lab. It helped reiterate what was said in lecture. If I was confused about anything in lecture then usually after lab I had a good handle on the material.

Sometimes the lab took place before the material was taught in lecture, making the lab slightly harder to comprehend the purpose.

Keeping up with everything on blackboard was very helpful

I found that most weeks we did not discuss the topics from lab until Wednesday in lecture which is after my Tuesday lab. This made is harder for me to understand the lab, and my friends who had lab on Wednesday or Thursday were more prepared.

lab coincided with lecture, but some of the labs seemes pointless


Last year's students were largely satisfied with (1) a course incorporating physiology, (2) the selection of topics, (3) the text, (4) the lecture, (5) PowerPoints (6) web outlines, (6) previous exam questions on the web, and (7) PodCasts. (feel free to view http://starklab.slu.edu/Bio110/Assessment2007.htm for their scores and comments) Are there any comments you wish to add?

i really enjoyed having the podcasts to listen to later to help with studying

The incorporation of physiology need not be necessary, as it makes the course more complex and is a course requirement for many if not all allied health majors (see comment above). The questions, the web outlines and the PodCasts were indeed very helpful.

outlines where great once I got the class figured out i found all these things very helpful

No, I agree with all of them.

No i agree that all these things are very helpful

I strongly agree with everything that the class from last year said except sometimes the lecture jumped around too much for me. It was sometimes hard to follow along and to understand the transition from one topic to the next. The previous exam questions, podcasts, and the incorporation of physiology were all greatly appreciated!

Very flexible and informational to those who had to miss a class

I liked having the previous exam questions and podcasts. That way, if someone was sick or was late to class, they were able to listen to the lecture and the previous questions served as good study material.

I do feel that all of these things were helpful in achieving a good grade in the class. The lectures were sort of boring and they did not vary at all.
The podcast is greatly appreciated!

they were all great and very helpful. the TA review before the test is also helpful.

The podcasts were very helpful when I went back to review for exams.

Nope

Do you feel that you learned a lot in this course?

yes

Yes, I judge that by how much I say "did you know..." at the dinner table or when talking to a friend. The courses were I have learned and will retain the most information are because its interesting enough to talk about outside of class. Not because the information itself but how the teacher/ TA's made me care and interested in what we were learning. If I wasn't interested in the material (whether the information or how it was given to me) I notice I usually forget by the next semester.

yes

yes I did learn a lot. I had AP Bio as a senior in high school so this course was a good review and went more in depth as well

Yes, I feel I learned a lot in this course--almost too much

I feel I learned a ton of information in this course

yes

I felt like the course was really interesting and gave a lot of information, and just enough to know what is going on, but not so complicated that it is at an advance level

yes. this course taught me a lot that i didn't already know about bio.

yes

yes

yes

Yes, I got a good overview of many key biology topics

yes, but some of the content was unnecessary for pt's, like the stuff about plants

Yes!

Yes

yes i do

Yes.

yes

Yes I learned a broad range of information about biology.

the material was slightly overwhelming but after learning good study habits and getting used to everything, I feel that I learned a lot from this bio course

yes

yes

ya i did have a lot of fun. i enjoyed the class the information was somewhat overwhelming with the amount of material in each section. i feel that i would have had a better grade overall if there were more tests. Although the tests were managable i feel that the amount of information for each test was hard to try to learn all the topics

Yes

YES!

Agree

Yes

Yes

Honestly, the material covered in the lecture has absolutely no relevance to the field of physical therapy. I also feel that the test questions were unfair because the material covered on them was way too specific and some of them were off topic examples that we never really talked about.

yes

Yes. I enjoyed learning the material.

I took both honors biology and AP biology in high school, but there was still some new material that I learned in this course.

I did learn some things there is just a boat load of material.

yes i did learn a lot.

yes, but it was presented in a somewhat complicated manner

Yes.

Yes, learned a lot but at a very rapid past and onlly through lecture not through the book.

Yes, although much of it was a review from high school

yes i do feel like i learned a lot

yes

Yes, I haven't had a biology course since my sophomore year in high school, so by default, I learned much information this year which I did not know before attending the class.

Yes, definitely

Yes

No, everything was basically a speed review of my Jr. High and High School biology and Anantomy courses.

yes

Yes

Yes, the course was very informative

I do feel that I learned a lot because I had not taken Biology since freshman year of high school, so therefore, I had a lot to learn.

Yes, but I felt that the book could have been better used as a reference

Yes, I feel that I learned a lot in this course; although it was condensed and sometimes moved quickly the material covered was very good.

Yes. This course was a kind of refresher for me.

Yes, I know I learned a lot in this course, both through the lecture and the lab.

Yes

yes

yes

yes

I have already taken this course in high school so i felt like it was a good review and helped me grasp some concepts better, but the questions that were asked on tests were much different than the way we learned the material.

Yes

Yes

Yes. I learned a lot and in such a short amount of time. However, a lot of what i learned was not represented on the tests but for my own benifit.

I learned more than I ever thought I could

Yes, I feel I learned a lot. A lot was basically review from High School Biology.

Yes

I took AP biology from my high school, and for the most part this course seemed to be a review of the basic material we covered in that class, however, this calss went more into detail. I would say I learned some new information, but not a lot.


Did you have fun in lab?

one of my favorite classes i liked all the students and the TA were great

I think Lab was the best and probably 95% of why I probably will remember a lot of this information years from now. It was set in a relaxing and "curious" environment, where questions and passion were welcomed. (unlike Chemistry, where instead or trying to really learn the material and spark interested, students are worried how the lab write looks, or getting things wrong. Is it not true you learn the most by getting things wrong!) That is another thing I like about Bio lab, during lab it wasn't as important getting everything right but understanding why something wasn't right. (through directly asking you this in the lab or doing more research in the post labs)

yes

Yes, I loved Bio lab

Lab was relaxed and it was a good learning environment

Lab was fun and a great learning experience.

yes

Yes, however the very little preparation and notification for the midterm was not helpful at all, especially when our instructions were "Ask the other lab sections they can tell you"

the labs were a lot of fun. they also helped me understand some of the major concepts for test that would have taken me longer without the labs

yes

generally yes, but sometimes I felt the topics for lab were a little pointless

yes

Yes

yes, i loved my TA's, they made lab really enjoyable

Yes! Yay Ann!

Yes, definitely.

on most labs, especially the cow eye and fetal pig

Most of the time.

sometimes

I enjoyed labs and learned a lot in them, but in a fun, comfortable setting.

Yes, i liked the material we studied and the TAs were very helpful and knowledgable

yes

Yes!

i did, i liked my ta's, the experiments were fun. i liked the differences of labs and how they helped everything come together

yes

For the most part, I did not enjoy dissecting the pig, cow eye and chick

Every single one!

Strongly agree

Yes! I loved la

Yes

I had a lot of fun in lab due to the TAs, Glenn and Subeer, that I had. They were what made lab fun.

yes

For the most part, yes.

Yes, lab was very fun because it was much less tedius compared to chemistry lab, so we could relax more and focus on what we were learning instead of worrying about having exactly the right format.

yes

yes except for the lab quizzes

yes

Yes!

No

Yes, I really liked working in a group.

sometimes, sometimes it was busy work but i did learn some good techniques and a few concepts

I really enjoyed all of my labs.

Yes! I loved attending bio labs and they helped me to remember the information from lecture on a much deeper level. However, some experiments were a bit rushed, specifically the genetics labs and the one lab we had on the same day as the midterm exam was quite difficult to complete in the time left after we finished the exam.

Yes, the labs were fun and educational

Yes

Yes, but the quizes were too hard, even if you did read the lab material.

yes

Yes

Yes

I felt that some of the labs were fun such as the ones involving dissection. Some of them were tedious and boring but that is just part of Biology

Yes, my TA's Amy and Neil always made the lab fun

Yes.

I enjoyed lab a lot.

Yes. There were a couple labs that were boring and not too fun, but they taught material and needed to be done.

Yes

Yes

yes

yes

I thought lab was done very well. My TA's were very fun and made lab interesting. I also felt like they knew what they were talking about and i trusted their judgements and the information they passed onto us.

I did, however, I feel that the T.A.'s could have been more prepared for labs, setting a better example for the class. After midterms, the quizzes were added without warning or time for preparation in response to poor midterm grades. I know I speak for more than myself when I say the quizzes were often unreasonable with or without preparation. I also feel that having the lab final be a compilation of those quizzes without previous warning is unfair.

No

Yes

In the disection labs, I had a lot of fun. The rest of the labs were a race to see how quickly we could get done and out of there.

I enjoyed this lab a lot. It was definitely one of my favorite classes this semester. Dissections and other hands-on labs with great instructors was very helpful to understand the lecture.

Sometimes

Sometimes. At times labs were tedious and stressful, but sometimes, more recently they were fun.

What were your favorite lecture topics?

animal kingdom

I like how detailed the History of Life (chapter 17) was
I also like Exam 4 material most interesting on animal and human physiology.

muscles/ the ones that were about the anatomy.

I liked the lecture on Nutrition, since I am a dietetics major.

I thought that learning about the human body was the most interesting part. It was difficult, but it was interesting to see how things funcion.

I enjoyed the human body systems lectures

Biochemistry portions, cellular respiration

Physiology

i liked to learn about the different disease that effect the body. it was interesting to learn about the disease as the pertain to the material

the last ones about the body systems, etc.

muscles, nervous system

I liked learning about the senses in lecture

physiology

Genetics, Muscles, and Nervous System

Muscles, Systems (Circulatory, Respiratory, etc.)

nervous system

Development

anything dealing with the human body

My favorite lecture topics were the different systems of the body.

all the physiology ones!

genetics and all the body system lectures

the body systems

i liked the evolution and the physiology topics

nutrition

Reproduction

I really liked studying the body systems. I also enjoyed anytime when we talked about physiology.

nutrtion (a nutrition major though)

The ones that have to do with anatomy and physiology

Genotypes/phenotypes

Anatomy

physiology material

Learning about cells and the systems of the human body.

The lectures on the human body.

digestive system and circulatory

the human body

evolution and circulation

I really liked anything that had to do with physiology.

Body Systems

My favorite lecture topics involved genetics and the different diseases and disorders associated with them.

physiology topics and body system topics. i liked how things were repeated in multiple lectures

Anytime we talked of anatomy or diseases.

Cells, genetic disorders, the digestive system, and the circulatory system were my favorite topics within the lecture part of the course.

I liked more of the physiology/anatomy lectures. I ejoyed the topics about muscles, digestion, circulation, nervous system, etc.

Nutrition

The body's organ systems, but Professor Stark ruined them for me, so I'm looking forward to a better teacher to teach me about the human body.

nutrition and the heart

Genetics by far

Body systems and learning about the different muscles

My favorite lecture topics were the ones in the second half of the semester. I found learning about the different parts of the body and nutrition were very interesting!

The lectures about the body systems was my favorite

The body systems

Muscles

I enjoyed when we finally got into the body systems. It seemed to pertain a little more to our careers, but I know we have to start at the beginning too.

I really liked the part where we got to physiology. I was much more interested in the material and it was easier for me to study.

my favorite lecture topics were the human anatomy lectures--the cardiovascular system, muscular system, etc.

nutrition, evolution

I enjoyed learing about the heart a lot

The systems were really interesting and applicable.

lectures on the different organ systems

Nutrition. All the anatomy topics: blood, circulation, muscles and bones

The one's after the first test when I realized listening and note taking might actually help my grade

My favorite lecture topics were the cell and organic chemistry lectures.

Learning about physiological things such as the cardiac and respitory system.

I like learning about the human anatomy and body systems, as well as evolution.


What were your favorite labs?

growing bacteria

Lab #5 Drosophilia
Lab #6 bacteria colonies
Lab #10 human Physiology
Both Dissections
Lab #12 Physio Senses

cow eye dissection

My favorite labs were looking at the bacteria and the jelly bean lab

The pig dissection

The senses lab and the disections.

Dissection of the fetal pig

Dissection, Senses

i really enjoyed the fetal pig lab. i also liked that labs that involved inspecting how our bodies work.

dissecting :)

pig disection- although I wish we would have spent more time on it, or incorporates it more into the lab, rather than just dissecting it and being done.

fetal pig, eye dissection

I found the pig dissection to be very helpful, because we could see exactly where each organ was

disections

Genetics

Dissection of the pig

cow eye

The Senses lab

cow eye

I really enjoyed the pig dissection and the eyeball dissection and jelly bean labs.

the senses lab, fetal pig dissection

pig disection, heartrate

dissecting

i liked the disections and the hands on labs, the microscope labs weren't so much fun, they are to objective and if you cant find all the thing you need to find.

disecting the pig

Cellular and Colony Morphologies of Bacteria

i loved disecting the pig and the sensory experiments.

Dissections

dissections

Genotypes/phenotypes and pig dissection

I really like the dissection and the jelly bean experiement.

senses

The senses lab was fun. and well as the fetal pig lab

The dissections and the ones that included examining cells under a microscope.

pig dissection

none

senses and pig dissection

Pig dissection, the bead one (it was nice to have an easy and laid back lab)

Disecction of the pig

The dissections

my favorite labs were in the interactive labs, not ones where we looked under microscopes the whole time

The fetal pig dissection was extremely interseting.

The heart monitor lab, the disection labs, and the tissues lab.

My favorite lab was the pig dissection

The Cardiac/Pulse Lab

The pig digestion

genetics

The pig lab was cool

Fetal Pig and Cow Eye

My favorite labs were those involving dissection

The fetal pig lab was my favorite

The Pig and Cow Eye labs

Dissecting.

The disection labs and the heart rate and pulse lab.

Anatomy: dissecting the fetal pig and the cow eye dissection.

My favorite labs were the dissections.

the pig dissection

disections

The disections were very interesting.

I loved the dissection labs.

Pig

I liked all the labs about the same. I especially liked when we learned about the heart rate monitor and taking blood pressure because we actually knew what was happening in our bodies to produce different results

Pig dissection

My favorite labs were near the end and dealt with physiology and the senses.

Dissecting the pig and cow eyeball.

I liked the dissection labs the best.

Are there any topics you think should be added to the lecture in future years?

maybe making the course two parts like chemistry

In general I wish we had either twice as long labs or two labs per week (at least)

no

maybe more info about how the body's systems work in respect to each other

No

I can't think of any.

no

i just think that you should go more in depth into the major aspects of the body, like how a muscle works.

no

no

None that come to mind.

no

Not sure

No

No

i think the topics were chosen well

No

no, it seems that we covered all the basics

no

none that i can think of

i dont really know what could be added, i thought that the infromation covered was good

no

More about Nutrition.

I think there was already plenty of material covered.

No

not really

Possibly more topics actually related to physical therapy that we might use in the future.

no

No.

no

no

No.

No

no

no

I would have loved to talk about the brain.

I think that a wide variety of topics are covered, and it is sufficient.

not that i can think of!

No, because we covered the whole book in 1 semester

no

No

No

I feel that the lectures do a good job on touching base on just about any topics a person might want to learn in first year Biology

Not that I can think of

No.

No.

Not that I can think of.

No

No

No

No but everything is covered so quickly it is hard to understand everything. If anything, some things should be taken out so the other topics can be understood more thoroughly.

No

There are none that I can think of

I think that this class covered the essentials of biology

I cannot think of anything off the top of my head.



Are there any laboratories you think should be added in future years?

In general I wish we had either twice as long labs or two labs per week (at least)

no

no

No

I can't think of any.

no

no

no

no

more dissections

No

more disections!

Not sure

No

No

no

No

no, they were all relevant

no

more dissections!

i dont really know. i like the experiments but the order should be changed.

no

Something about nutrition.

I think that all of the labs matched up very well with lecture and I can't think of anything else that should be added.

not really

none that I can think of

no

No.

no

no

No.

No

no

no

None that I can think of off the top of my head.

Nope

No

No

maybe some sort of nutrition lab

No. Those were very different

No

I think that the labs corresponded to the lecture very well, so I can't think of any to be added.

Not that I can think of

No.

No.

Not that I can think of.

No
No

No

No

No

There are no extra labs that I can think of to be added to the course curriculum.

No.

Not really, it would have to correspond with the lectures though.

Are there any lecture topics you think should be reduced?

To be honest all of the beginning chapter from test #1 because almost everyone has covered some of it in high school. It gets so old and boring you just don't care.

no

I think the info on early lifeforms and things like worms should be reduced, focus more on us as humans

I didn't particularly like the lecture on diseases--there were too many to remember and too much detail

I think in the beginning of the semester there should be less about the basic things like mitosis and meiosis etc Most of us had learned that in high school.

Plant biology. Evolution can be reduced, but not completely omited. Some of the physiology portions(see comment above)

The hormones lecture, either that or have it broken up over two days

the lecture of evolution could be more condensed

No

no

No I thought the lectures were all great.

plants

Some of the plant and animal seemed unnecessary because it really doesn't pertain to what I am going to be doing as my career, but I'm guessing it is necessary, otherwise no.

Protists

no

No

too much about viruses and bacteria

No

no

kingdoms

the disease topic should be dropped, i think that they are not really of any use to me as a pt major. if i was a pre med then maybe but not as a pt, where i will not be working with only physical illnesses

no

No.

No.

No

nope

I believe that the topics of classification and taxonomy should be reduced because we do not need to know them for our future careers.

No

No.

The history of life lectures / the lectures about all the eras.

fermentation

cells

No.

The era lecture

no

The lectures on materail that I will not need for my major. Like when we learned about dinosaurs. It seemed irrelavent.

No, if anything some of the lecture topics could have been expanded, but with the time constraint of one semester, I think Professor Stark did an excellant job of covering the most essential and interesting material.

Nope

No

No

No

No

Personally, I did not enjoy the first half of the topics covered. Maybe less time spent on those might make the class more exciting.

No.

The March through the kingdoms.

No, some of the lectures just had information that didn't seem to relate to the actual topic.

I think that material from earlier in the semester should be reduced.

I think sometimes evolution was kind of scattered throughout many different topics and chapters and was, therefore, redundant.

viruses and pathogens lecture

Not any specific ones but there is so much information to learn in one semester which is very overwhelming.

No

None.

No.

Maybe some of the earlier stuff such as the biochem type stuff or the protein synthesis.

Are there any laboratories you think should be reduced?

Not as many microscope and slide ones because half the time you aren't really sure what you are looking at just guessing and then spending 2-3hours at home looking them all up online anyways. People learn with hands on or with visual aids or "machine data" (like human physiology lab). I mean most of us are going into a health science field not just a biology or chemistry major because we like working with our hands or just getting to know what makes animals/ humans tick. We don't like spending hours looks at slides or reading out of a book.

no

pig eye dissection was unnecessary

No

The labs when we had to use a microscope and draw slides. some of those labs had a ton of slides and it got boring after a while just drawing slides.

no

no

the genetics lab (bead lab, drawing beads and determining probability)

The lab about natural selection with the beads could have been much shorter and got the same point across.

no

The senses lab was fun, but unnecessary I felt

No

no

No

the evolution lab

No

no, they were all relevant

no

nope!

not really just changed in order

no

DNA mapping using Restriction Enzymes.

No.

No- they were all important and helped me to understand some of the stuff that was taught in lecture.

nope

nope

no

No.

less about drawin things found in the microscope

microscope labs...there were wayyyyy tooo many!

the aerobic lab

no

No.

No

I thought that the evolution lab was too long and could have been more hands on, instead of math based.

no

no

I think that the understanding evolutionary principles lab could definately be reduced.

Nope

no

the one dealing with the fruit flies

no

No

No

Overall, I think the labs were fine.

No

I think most of them are a good length, but I think that some of the information is unnecessarily specific

No.

No

Not completely reduced, but a different way for the evolution lab, instead of the beads, would be good. I felt like I was in kindergarten.

No. I liked all the labs.

No

No

I think all the labs should be more about learning what is happening not just doing the procedure to get it done with which is what it seems like happens

The Evolution lab with the beads should be remodeled but not eliminated. That should have been more creative. It was elementary.

None.

The fist one dealing with measurements

Again, the organic lab we did on identifying lipids, carbs, and proteins may have been a little much at the time.


Last year, the class met in the Allied Health Auditorium. Do you have anything to say about the move to MSB classroom in the med school this year?

i wish it was on the frost campus because its hard having all other classes on the frost campus and trying to get back and forth

I like it because its smaller and "cozier" than for instance lee hall on frost campus.

no

no

No it wasn't a problem

I didn't mind it being in the MSB

no, it was fine

Over all it was fine, I think it was a little crowded for tests, but otherwise no complaints

every wensday we were forced to wait out in the hall ways because there were meeting in there. it is also extremely cold in there.

no

Overall, It didn't really bother me.

It seems much more compact, friendly, and easier to concentrate since people are closer together and not tempted to chat with friends.

it was very inconvienent because all of us had to take the shuttle to get there and there wasn't enough room for all of us

I didn't have any problems with it, but I have nothing to compare it to.

It was fine this year where it was.

I have been in the Allied Health Auditorim i like the MSB setting better

I liked it. It was nice...

i thought it was a good room

I would have liked it better in the Allied Health Auditorium, but it didn't matter that much that it is in the MSB classroom.

no i like being in a smaller room it makes the class seem more personal

I would have liked it on the frost campus, or even the allied health building

i liked the MSB because it makes the class seem smaller than what the actual size is. if it's in the Allied Health building then i feel lost, i have other classes in that class room and its boring and i lose interes

i liked that it was smaller

It is an easier walk from frost campus.

The concept of meeting on the Med. Campus is good and obviously well-intentioned. However, I do not think that there should lectures on the med campus with the shuttle situation. I walked to class every morning because there was always a flood of 100 or so students trying to catch the shuttle. The switch of the building does not bother me at all, but rather the location on the med campus.

seemed fine besides sometimes having to wait on wednesdays

No

I like the MSB better

The Allied Health Auditorium is more convienent.

No

No, it did not bother me at all.

It would have been nice if the class was in the Allied Health building because I have other classes in that building and I don't have any others in the MSB building.

not a problem

Nope

no

I think it was fine in the MSB. The only bad thing was the group that was in there before us on Wednesdays.

Yes, it is very small and the Allied Health Auditorium is much nicer for a large class. Very hard to take tests in the MSB classroom.

Often times there were meetings in the MSB classroom and we had to wait outside the classroom until right before the class started. Otherwise, it was not a problem.

the room is different and a nice change of pace

No. It was hard to get to med campus in morning.

It was fine, but if you sit in the back, it is often difficult to hear Professor Stark, and so would have to listen to his podcasts in order to discover what he had said that I missed during class.

It didn't really bother me. It wasn't a big deal to walk back to the AH building after class.

no

No, but it would have been nice to have the class on the main campus because of the Shuttle always being lat

I liked the MSB, other than the meetings that always ran over time, before us

MSB is just out of the way.

I really do not think that it makes much of a difference.

The location was fine for me, so I have no complaints.

No, but it would be helpful to meet in the Allied Health Auditorium so that we don't have to switch buildings between bio and chem

Getting into class late sometimes due to the room being used before class was a small problem

No

Wednesdays we always got started late because of another med school class. Other than that, it was fine, although it was the only class we had there

It would have been more convenient to keep the class in the Allied Health Auditorium, but the MSB classroom allows freshman to explore the med campus a little more.

It was fine.

I like the smaller lecture room in the MSB because it's easier to hear and pay attention than the big auditorium in the allied health building.

It would be more convenient in the AHA, but I didn't really mind the MSB.

The allied health auditorium is more comfortable

No it was fine to me

At the beginning of the year, the feud about the Wednesday mornings was pointless. Is there seriously not enought classrooms on med campus to the point where one group could not move and avoid this problem?

Meeting on the medical campus made it very difficult. With the shuttle constantly late and with such a far walk, getting to class was a much harder challenge than it should have been. Next year's class should be help on the main campus to ensure people are motivated to get to class, seek out the teacher for extra aid, and make it more convenient in general

No.

I didn't really mind, either way would be fine with me.


Orthopedics knew from the very first Wednesday that you had a class that began in that room at 9:00 am. Do you have anything to say to them?

they have a set time period we make ours they need to respect that we have classes and are trying to learn so they can get a different room or make time

Not really

no, I just don't understand why they couldn't get out on time if they knew we had class. They would just hang around in there and outside they could have taken those conversations elsewhere.

Because they knew before hand, they should have worked around the class in a better manner. They often ran over, and all of us students have other classes to get to so we cant go over on time. They are cutting short our learning.

No

It's just unfortunate that they didn't seem to be considerate about our class schedule.

It was kind of annoying, especially on the days that we have really long lectures to get through. It made it harder to catch all of the information needed to get through.

they need to finish their meeting prior 30-15 min before we get their. its common curtsy to not let people wait outside. they seemed like they did not consider our education as they slowly left 5 min after 9.

no

Please don't make us wait in the hallway. We get in everyone's way, and it is not our fault because we are a large lecture class and have nowhere else to wait.

I am paying so much money to go to school here. I wake up early, walk or take the shuttle to class, and should not then have to sit on the floor during my class time. Just because we are undergraduate students does not mean that the orthopedics have any right to use our classroom during our scheduled class time.

it was kinda annoying trying to fit 100+ people in the hall when we had to wait

Yes... Don't stand around and mingle... I understand your meeting is important, but so is our class, you can talk in the hall, we can't have class in the hall.

Please try to get out as quickly as possible when class is over.

yes, just because we are freshman does not mean that our class is not important, when they came out of the classroom we constanly got looks about being in there way and the only reason we were all cluttered in the hall way is because they were running over time

It wasn't that bothersome. It would have been nice of them to find somewhere else to meet.

i don't think it caused that much of a conflict

It would have been nice if they could have adjusted their schedule to make sure they were out of the classroom by 8:50 am, so that we could start promptly at 9.

that they should reschedule because this class already had the room booked

they definitely went over their allotted time

they are jerks for not getting out of there right after they were done.

haha GET OUT OF OUR ROOM!!!

No.

There never were that many people in there, so I would tell them to use a size appropriate classroom. We are "little freshman," but still to be given our time in the classroom to learn.

Haha. Don't take advantage of your time slot and take away our precious time as students to learn!

No

It was kind of annoying having to wait in the hall

I believe they should reschedule their time because I would actually like to sit in the lecture hall before class starts instead of in the hallway.

No.

Don't trip on our feet when you walk through the halls =)

It's not nice to be late!!!

they acted like immature children. and they should get over it.

please try harder to be done and out of the room by before 9:00

Although it was a little of an inconvenience, some days I didn't mind having a shortened class. I don't remember them ever going over really late, so it was okay.

We are trying to learn too.

I did not mind sharing the classroom or having to wait outside until after their meetings had finished. However, I often felt that our class was in the way or that we were a hassle to accomodate in that classroom.

that was very annoying. we would all wait in the hall and then we would get sort of yelled at by people walking by for all being cramped in the hall while we waited to get into our classroom.

No, I think they only ran over time once. It wasn't a big deal to me.

No, I have nothing in particular to say to them.

If they need to go over time then they should find another room

no, i usually got there after they were already gone

No, because they were usually out in time before class started, I think Professor Stark was the one who had the problem with them meeting in the room- ask him

Its unfortunate but I'm glad we worked it out.

I just think that they need to have the courtesy to be out of there on time so we can learn.

Sometimes we would get in late, and I feel that they could have been a little more respectful and gotten out of the room on time.

No, I think there should be a way to share the space. I understand that they need a place to learn, just like us. People just need to learn to schedule a little bit better.

Getting into class late sometimes due to the room being used before class was a small problem

Well I think that it was kind of snobby of them. Some of us students will be doctors like them in a couple of years. It shows what too much pride can sometimes do to a person. They were in our place when they went to college and I find it rude that they were not willing to encourage our education in that way. I did not appreciate them slowly walking out of the room rolling their eyes about the situation. I am thankful though because I will remember how they acted if I am ever in their situation in the future. It will help me act mature.

Try a little harder to get out of the room on time. We actually started class in the hallway one day.

I was a little worried whether or not we would be able to cover all the material on the days that they ran over time, but other than that I didn't have a problem.

No

No

No

At the beginning of the year, the feud about the Wednesday mornings was pointless. Is there seriously not enought classrooms on med campus to the point where one group could not move and avoid this problem?

I understand that sometimes orthopedics went overtime and needed the room when we needed the room, but I do not see it as rude. The instructors for both classes should have worked it out before the school year started so as the students do not have to get involved in a battle for classroom space.

There were just a couple of times that they ran late and that cut into our classtime.

It did irritate me when that happened. It just seemed like something that should have been worked out a long time before the situation ever arose.

Your constructive and well-intentioned comments will be added to an on-line document anonymously. (Obviously, I will not publish distasteful remarks on my web site.) Then, at the end of the semester, suggestions for future development of this course will be made after consideration of these comments.

Thank You!

Report

Information


146 students completed this course, 60 in Exercise science physical therapy, 19 in Nutrition and dietetics, 17 in Occupational Science, 13 in Athletic training, and 11 in other majors or undecided.`

The main thing that went wrong, and how to fix it

Registration was supposed to be restricted to PT, ND & OT. The 24% "other" should have been assigned to Biology 104, not Biology 110. The advisors doing summer registration should do a better job enforcing the registration restrictions. This would (1) avoid many complicated issues; and (2) either lower the class size or allow for increases in the PT, ND and OT programs without increasing class size.

Test statistics

Test 1 - mean=36.3 (out of 50), high=50, low=14
Test 2 - mean= 31.7(out of 50), high=45, low=15
Test 3 - mean= 36.6 (out of 50), high=47, low=15
Test 4 - mean= 33.16 (out of 50), high=47, low=15
Final - mean= 62.03 (out of 100), high=92, low=25

Interpretation of test statistics

In terms of course assessment, the fact that there are low scores means that the course is definitely challenging; the fact that the high scores average over 90% means that the material can be learned.

How the test statistics constrain future directions based on student comments

There were a few comments that certain topics were not necessary because students had already had [these topics] in high school and knew these topics thoroughly. The evidence based on the test scores proves this false. I must teach to the whole class. In order that all students are "on the same page" they must be exposed to these topics at the level of one semester of college biology.

Grading

The in-class and final lecture tests determine 75% of the course grade (with the lab counting 25%) since this is a four credit, three hour lecture course with a 3 hr lab. By simple arithmetic, each of the 3 in-class hourly exams which will count (the lowest exam is dropped) determine 15% of your final grade; the final counts 30%. Students were told that exams would be distribured as follows:A 94-100%, A- 90-93.9%, B+ 87-89.9%, B 84-86.9%, B- 80-83.9%, C+ 77-79.9%, C 74-76.9%, C- 70-73.9%, D 57-69.9%, F 0-56.9%. Students were told that, if necessary (and it was), the final course grading will be adjusted upward to be consistent with last year's introductory grading.

Grade curve and how it relates to pedagogy and retention

The first test curve was 2.26. The midterm grade curve was 2.43. That grade curve was deliberately lower than I intended for the course -- part of my job as a professor is to encourage students to work hard and to learn. The final grade curve was 2.91 (2.89 last year); there were only 2 Ds and 2 Fs out of 146 students. I thought it would not be acceptable to interfere with PT, ND, AT and OT programs and retentions by giving terrible grades to many of their students in an out of department service course in their very first semester in college.

SLU's 5 dimensions

A committee (Aldridge. Bode) [2007-2008], charged with preparing for an upcoming program external review. emphasized tha Northcentral would be scrutinizing whether we met these standards in our courses. A subsequent committee (Schreiweis, Shornick) ["proactive pedagogy"] was to look into our course assessments, but made little progress by Dec, 2008 (presented at the Dec 17 faculty meeting; however, they reiterated that the 5 dimensions would be pivotal. (According to Dr. Ward, associate dean, the percentages of last year's students returning as sophomores was 91% PT, 80% OT, 73% ND)

My learning objectives dovetail my goals with all 5 dementions verbatim. A positive score (1.67) and positive comments present data that the students thought these objectives were met. Also a score of 1.56 shows that the students thought these objectives were reasonable.

Teacher evaluation vs assessment

Students have a hard time distinguishing these, and no wonder since the discussion is blurred in virtually faculty meeting discussion. Although there are some criticisms, most of these comments are suitable for framing.

What is assessment?

It is a moving target! My interpretation (see My interpretation...) is that information directed to improving the course was to be collected and a plan drafted. Discussions in biology faculty meetings Fall 2008 indicated a possible return to the pre-2002 "student outcomes" interpretation. That is why I added "Do you feel that you learned a lot in this course?" to my questionaire. Affirmative and positive comments say that the students thought that learned a lot.

Should students learn some biology?

At one extreme, a few students expressed a wish that all of the content of this course be targeted to their careers. No! It is too early to close the door to a liberal ecucation. Biology is central to careers in the health professions, and at lerast some coverage of genetics and evolution should, in my opinion be part of the curriculum. (I think it should be required of all college students.)

Why bother with material they will get later?

At the other extreme, a few students thought the last half of the course (physiology) would eventually prove redundant. That's the whole point! They should learn the material in their programs better if (1) they are oriented toward it from the outset, and (2) they are exposed to it several times.

Changes to improve the course next year

(1) Coordinate lab and lecture better. We got very high marks for what we have achieved in this already. That was made possible through efforts by Ms. Simmons, the lab coordinator, also by the professor sitting through at least one of the 7 lab sections each week (last year as well as this). As the lecture professor, I can cover difficult lab concepts like chi square before any lab sections meet.

(2) Many other improvements can address student comments by minor changes in the specific contents of each lecture. This year, I succeeded in this improvement from last year: each lecture was self contained, and so the syllabus was strictly adhered to. This was wonderful, in some respects, but it resulted in some lectures being too busy and others being too light, I have already identified a few places where material can be moved to appropriate lectures to even out the intensity. I had trouble believing that a few future health care professionals thought there was too much disease coverage, but I am prepared to better emphasize the sorts of disorders seen in professions like OT.

(3) The only thing that went seriously wrong was that we were scheduled into a room which was not available on time on most Wednesdays because doctors in an Orthopedics seminar would not finish on time. In the hope of avoiding this problem next year, I plan to let the registrar and the chair of orthopedics see the criticisms that the students patiently wrote.


This page was last updated 1/7/09

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