BIOL 2600 Human Physiology, Prof. Stark, Fall 2016 Assessment

Dear class - Please e-mail me your reply with your scores and comments, Thanks! ­p; WSS

This is the course assessment; you will receive the teacher evaluation separately

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 policy ("Assessment results are utilized to improve courses and curriculum"). Here is a link to the assessment reports I have prepared since assessment was mandated at SLU:
http://starklab.slu.edu/CV/Assessment.htm

In addition to being useful to me for teaching this course in the future, BME (the Department of Biomedical Engineering) makes use of this information for its accreditation.

Here are the stated objectives of the course:

BIOL 260 Human Physiology was created in 2004 by chairs of Biology and Biomedical Engineering (BME). It is the third and final biology requirement (after BIOL 104 & 106) for BME students. BME majors successfully completing Human Physiology will know systems physiology (homeostasis, circulation, respiration, digestion, nervous system, etc.) comprehensively at a level that does not have those prerequisites (biological chemistry and cell biology) needed for biology students.

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

Average = 1.25

Comments:

Very interesting course material.

I don't think this course and my experience with it over the course of a semester, strayed too far off what the stated objectives had mentioned.

I recognized some topics from biology classes I had taken freshman year, but the depth of the topics was far greater in this course.


"I learned a lot in this course."
1. strongly agree 2. agree 3. disagree 4. strongly disagree

Average = 1.58

Comments:

This course made me want to focus more on physiology related experiments.

I would say I did. This course really made me learn in a style I've never had to do before this course which really impressed me. I was amazed at how much more efficient this course was in plugging biology into our brains and wished gen bio 1 and 2 had a similar style to this. At the end of the day, people trying to be doctors realize no one is going to quiz us on the innards of a tree (gen bio 2), so might as well learn it in this manner.

There is a lot of information to learn in this class and therefore it was possible for me to learn a lot.

Very strong discussion on each topic.


"The selection of topics, the level of the textbook, and the level of the lecture coverage were reasonable."
1. strongly agree 2. agree 3. disagree 4. strongly disagree

Average = 1.25

Comments:

I agree what that statement.

I did not use the text book at all, but did review lectures online.

I never used the textbook because it really wasn't necessary.


"Having outlines, PodCasts, and .pdf's of slides on the web worked well for you."
1. strongly agree 2. agree 3. disagree 4. strongly disagree

Average = 1.33

Comments:

It was helpful that not all information was on the slides, looking it up on my own lead to a better understanding of the material.

I did not use the text book at all, but did like the ability to look at the power points online and lecture notes while studying.

Didn't touch any of those heavily to be honest. But I did glance at each of them. But Stark took a lot of time and effort preparing these so I respect him for that.

I was able to quickly and easily review lecture material before a test.


NEW 2016 "Knowing where to find all the exam questions and answers helped you learn the material." (We know it helped you get a better grade.)
1. strongly agree 2. agree 3. disagree 4. strongly disagree

Average = 1.08

Comments:

I agree with this so much. I loved that about this course. It took off so much stress and made it a lot easier for me to study and grasp material. Don't change this in the future. In fact, I think gen bio should incorporate this as well.

I have the syllabus website page marked in my browser and was able to immediately find it when needed.

Having the exam questions helped me identify the important concepts and ideas for each lecture.

The test questions were helpful in that we knew what to look out for.

Very helpful

Highlighted the most important topics of the course.

I liked having previous tests posted. I learned mostly from studying the past exams.


Make a statement about the relevance of SLU's 5 dimensions to this course and its assessment

Itemized

1. Scholarship and Knowledge

The course demanded that each student have a good understanding of the material.

Scholarship and Knowledge was used in this course for furthing our knowledge in biology and therefore making us more prepared for our career and anticipated schooling.

Human Phys broadened my knowledge of the topic, pushing me to further develop my interest in the human body and major of BME.

The course required students to learn the material


2. Intellectual Inquiry and Communication

I tutored BIOL 104 while taking this course, and I found that this course reinforced my understanding of biology as well as add to it.

the podcast is a new and interesting way to communicate with students. I found it useful.

Topics in human phys are complicated, so I constantly found myself discussing the reproductive system, for example, with my peers. Thus, bettering our communication and understanding of the course.

Required students to ask questions when they didn't understand

Communication was used to relay the material.


3. Community Building

This course, since it is only BME students, allowed us to form a stronger community, sharing study guides and tips on how to succeed.

Community Building was utilized with having all the BME students in our class together to form study groups.

Groups got together to study


4. Leadership and Service

Dr. Stark provided a lot of service to us with all of the information he provided online for us to study and learn the material.

I don't think it really applies to this course


5. Spirituality and Values

Values was seen with how we can use this knowledge in the coming years.

Ethical issues surrounding the body were discussed numerous times during the course, allowing us to develop our opinions on those ethical issues, such as embryonic stem cell research.

I don't think it really applies to this course


Dimensions, All as one comment

In this course, we gained knowledge through studying physiology, and pursued this knowledge through effective communication and service to one another by helping answer homework questions. Our class formed a community together by creating a Facebook group in order to help each other study and with homework help. We would post questions for this course and our other courses and help each other through them. This allowed us to study physiology together and post flashcards or answer questions for one another.

I think this course upheld the value that were laid out above.

These are all helpful in creating a full person.

This class has incorporated the 1st and 2nd dimensions really well.

This course pertained well to the first two dimensions, but not the last three.


What changes would you propose for next year?

None, class went really well this year.

Seems fine as it is.

None, I believe this is a very well rounded course.

I would not propose any changes for next year, I enjoyed this class.

I feel that this class doesn't need major changes.

For next year I wouldn't try to change much. However, I do think some of the images are confusing and found better ones online or asking other people on my team that took physiology for better images.

I really hated having a third exam on 12/5 and the final on 12/7. To me thats outrageous and unfair. He could have easily made the third exam the week before...maybe 12/2 or 11/30 and it would have allowed us like 5-7 days to focus solely on the final. That's my only complaint. Otherwise, this class for me was a solid 9/10. Professor Stark is a god amongst men, an excellent teacher who is loved by many of his students.

Class review worksheets after every chapter, that way it requires students to study along the way with the course.

During some of the lectures, the power point slides could be quite blurry and hard to read. I think this was because the power point slides were pictures of written notes or notes from previous lectures. Sometime the writing became blurry and was quite small making it hard to follow along.

Information

37 students completed the course, way down from 59 last year two were freshmen, most were sophomores, 6 were juniors,

All were biomedical engineering (BME) except one "deciding"

There were 3 tests (50 points) and a final (75 points), all short answer
Test 1, average=37.87, high=50, low=14.5 (last year: average=28.06, high=46, low=12)
Test 2, average=40.69, high=50, low=12 (last year: average=28.17, high=48, low=4.5)
Test 3, average=40.21, high=49, low=26 (last year: average=34.03, high=47, low=7)
Final, average=53.77, high=74, low=10 (last year: average=42.3, high=69.5, low=11.5)

These statistics verify the usefulness of giving students the exam questions to study

Course curve was generous, 3.63, much higher than in previous years (3.35 average for 2010 to 2015). This verifies the usefulness of giving students the exam questions to study

That the top scores were 100% proves that the material can be mastered. The fact that the low scores were about 10% shows that the material was challenging, also, perhaps, that there were some students who did not belong in this course or in this major.

12 students replied to the survey, 25 did not (in one call, one reminder, and one final reminder). No student was negative to the course on the basis of comments or scores.

A comment

Since this course has so many web materials, many students stop coming to class, and this includes students who do well in the course.

Changes proposed for next year

The comments were positive and only fine-tuning is required

Follow-up on previous assessments

Last year, I verbally announced where students could find one question for each exam. I received feedback that those daily announcements should also be on the web. This year, I selected all exam questions from previous (posted) exams, and that announcement was made on the syllabus (and repeatedly verbally) That new pedagogy was well received and resulted in much better performance (see above, Information)

go to stark home page

go to physiology syllabus

go to stark assessment page

this page was constructed 12/29/16