ࡱ> ]`\o rUbjbj Xzfzf AAAAA$eeePdleR&%%%%%%%$'*%QA%AA4 &AA%%: #,#y.S5# %"&0R&?#RV-V-#V-A#%%R&V- : Course Prefix, Number, and Title: BIOL 251 Section Number(s): 1001, 1002, 1005, 1008, 1009 Department: Science Instructor: Peter Bagley Academic Year: 2019/2020 Semester: Spring Is this a GenEd class? Yes___ No_X_ 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: Comparison of effect of COVID-19 on outcomes, with second half of spring semester labs done online. Fall 2019 vs Spring 2020. Over all grades. Assessment Measure: Comparison of overall grades, fall vs spring. Criterion for achievement: No change, with greater than 70% of class achieving a C or better.Results: Fall, e" C: 83% Spring e" C: 85% Fall, e" B: 72% Spring e" B: 65% Fall, e" A: 33% Spring e" A: 8% Criterion Met: Yes, with caveat1. Results Analysis: While the results indicate that overall success as measured by those with greater than70% was similar to the fall, a closer look reveals that higher achievement of an A and B were more difficult. 2. Action Plan: If online lab activities continue in fall, more creative approaches must be taken for high potential students. Outcome #2: Comparison of effect of COVID-19 on outcomes, with second half of spring semester labs done online. Fall 2019 vs Spring 2020. Lab scores. Assessment Measure: Comparison of lab scores, fall vs spring. Criterion for achievement: No change, with greater than 70% of class achieving a 70% or better. Results: Fall, e" 70%: 72% Spring e" 70%: 92% Criterion Met: Yes, with caveat1. Results Analysis: The very high spring success rate indicates that students were not sufficiently challenged by the online materials. 2. Action Plan: If online lab activities continue in fall, more challenging approaches must be found. Outcome #3: Comparison of effect of COVID-19 on outcomes, with second half of spring semester labs done online. Fall 2019 vs Spring 2020. Lecture exam scores. Assessment Measure: Comparison of exams I & II vs III &IV (pre & post shutdown) Criterion for achievement: No ChangeResults: Fall I & II average = 78% Fall III & IV average = 82% Spring I & II average = 78% Spring III & IV average = 73% Criterion Met: No 1. Results Analysis: The post lockdown scores clearly show a negative impact on student performance, even though the exams in the two semesters were very close to identical. The first two exams were live, the second 2 were delivered in WebCampus. 2. Action Plan: I am uncertain about this. Clearly there is an online penalty for the lecture exams. If online exams must continue, a different strategy must be taken. Outcome #4: Comparison of effect of COVID-19 on outcomes, with second half of spring semester labs done online. Fall 2019 vs Spring 2020. Unknown ID report scores. Assessment Measure: Comparison of unknown report scores, fall vs spring. Criterion for achievement: No Change Results: Fall average = 26 points Spring average = 31 points Criterion Met: Yes, with caveat 1. Results Analysis: Student success improved at the expense of being challenged. 2. Action Plan: If online labs persist, add more challenging activities. Notes: Clearly, the switch from live to online delivery had an impact on outcomes. While overall student success as measured by those achieving a grade of C or better was nearly identical, a deeper look into student success was troubling. The fall off in high achieving students in the spring semester is very troubling, there was a compression effect that is difficult to explain. Lectures went from a face to face majority with some IAV students, to everyone receiving lecture via live streaming with the Bluejeans platform. While in an upper division class I received positive feedback on streaming via Bluejeans, clearly something was lost in this case. One possibility is that my inability to see nonverbal feedback from the students allowed me to forge ahead faster than students were able to absorb. Although the chat function allowed students to ask questions, and there was chatter in this format, it may not have been enough. Alternatively, there may have been issues with taking the exams online. The online environment with a locked down browser and the Respondus monitoring system was challenging for many if not most students, and the additional stress involved is not inconsequential. I have no ideas at the moment on how to remedy this situation. In laboratory, there was actually an increase in average scores with the online format. I have little doubt that this was due to the replacement activities being less challenging. The second half of the lab semester is focused on their unknown determinations, an exercise that forces them to think thru and apply everything they have previously learned. Their virtual unkowns, while perhaps presenting them with an intellectual challenge, were insufficient for the actual struggle and unpredictability that living microbes provide. Microbiology is arguably my most mature course, as Ive been involved with the instruction of this course since the late 1980s at four different institutions. The troubling trends I have observed after going online are a serious concern. I do feel that with practice my online streaming of the lecture can be improved. But the compression of over all grades combined with the inflation of the lab scores is clearly indicates that students are not receiving the full experience when the course is taught online. I have reviewed this report: _________________________________________________ ____________________________________________________ Department Chair Dean !*+>BZ[fnoz    . 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