ࡱ> ]`\o  bjbj ^zfzf AAAAA$eeePAle> $!$AAA4FAA0C +'j 0> .'.'.'A+> .' : Course Prefix, Number, and Title: BIOL190- Introduction to Cell and Molecular Biology Section Number(s): 1001, 1002, 1004 Department: Science Academic Year: 2019-2020 Semester: Is this a GenEd class? Yes X No___ Instructor: Denise Jackson Complete and submit your assessment report electronically to your department chair. As needed, please attach supporting documents and/or a narrative description of the assessment activities. You may use as many or as few outcomes as necessary. Class/Course OutcomesAssessment MeasuresAssessment ResultsOutcome Results Analysis In the boxes below, summarize the outcomes assessed in your class or course during the last year. If this is a GenEd class, include the appropriate GenEd objectives. In the boxes below, summarize the methods used to assess course outcomes during the last year. Include the criterion youll use to judge whether or not students have achieved the expected outcome.In the boxes below, summarize the results of your assessment activities during the last year. Include your judgement as to whether or not the criterion for student achievement has been met.In the boxes below, please reflect on this outcomes results and summarize how you plan to use the results to improve student learning.Outcome #1: Solve problems involving the identification and functions of the 4 classes of biologically relevant carbon compounds. Assessment Measure: Exam 1 average scores Lab practical midterm average scores Criterion for achievement: 70% Class averageResults: Exam 1: Ave= 76% High= 103% Low= 45% Lab practical midterm: Ave= 72.5% High= 103% Low= 40% Criterion Met: Yes 1. Results Analysis: I moved all exams to an online format in Canvas and used in class lecture time for exam reviews. The students did well overall and provide positive feedback. 2. Action Plan: No action required. Outcome #2: Describe common biochemical pathways (including glycolysis, Krebs cycle, chemiosmosis, fermentation, and photosynthesis) and solve problems involving integrated cellular metabolism. Assessment Measure: Exam 2 average scores Online homework average scores Osmosis lab report average scores Criterion for achievement: 70% Class averageResults: Exam 2: Ave= 70% High= 100% Low= 32% Homework: Osmosis lab report: Ave= 82% Ave= 82% High= 102% Low= 27% Criterion Met: Yes1. Results Analysis: Students were performing well. The additional homework was beneficial for their learning in this course. 2. Action Plan: No action required. Outcome #3: Apply concepts of transmission and molecular genetics.Assessment Measure: Exam 3 average scores Lab practical midterm average scores Criterion for achievement: 70% Class averageResults: Exam 3: Ave= 71% High= 99% Low= 29% Lab practical midterm: Ave= 72.5% High= 103% Low= 40% Criterion Met: Yes1. Results Analysis: The students struggled a little during this portion of the semester as the subjects became more difficult. Specifically learning cellular respiration, the cell cycle and photosynthesis. These processes involve cycles with a lot of information to process. 2. Action Plan: No action required. Outcome #4: Describe how natural selection leads to evolution, and how this process is tested with the tools of quantitative genetics.Assessment Measure: Exam 4 average score Lab final average score Video response paper average score Overall course and lab average scores Criterion for achievement: 70% Class averageResults: Exam 4: Lab practical final: Ave= 72% Ave= 70% High= 94% High= 100% Low= 46% Low= 47% Overall course: Ave= 75% High= 98.82% Low= 26.38% Overall lab: Video response paper: Ave= 75% Ave= 81% High= 101% Low= 21.6% Criterion Met: Yes1. Results Analysis: The course concluded with the more difficult of the subject material, which included hereditary (Punnett squares) and the Hardy-Weinberg equation. The students struggled with questions on the exam that included Punnett squares. In the lab they had a difficult time calculating Hardy-Weinberg equation scenarios. 2. Action Plan: No action required.  Notes: I felt the most comfortable teaching this course. The topics include a mixture of information relating to The Central Dogma, from DNA to mRNA to Proteins. The course is organized well, however, the textbook did not seem to be the best for this course. The Head of the Science Department, Pete Bagley, had informed me that the textbook had been discussed previously. The Science Department agreed on a textbook change beginning Fall 2020. The lab schedule was not aligned with the lecture schedule. For example, the students would have a lab regarding enzymes, but would not learn about enzymes in lecture until several weeks later. Although the lab topics can be taught on their own, I felt that it was beneficial for the students to have the information going into lab. The schedule was adjusted for Spring 2020 and it worked out well. I did not have as much time to put in the lectures as I had hoped during the Fall semester. In the future, I want to include videos and some interactive material. For Spring semester, I was able to incorporate a few video examples, for example, DNA translation, that helped tie the image from the books into a more realistic occurrence. I will work on including more videos like this. Overall this is a great course. I want to work on interacting more with the students and possible bringing in more hands-on demonstrations for the lecture. 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