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SyllabusMakeover:UsingHighImpactTopicstoEngageStudentsinaBiology‐OrientedCourseforNon‐ScienceMajors

KarimIbrahimDepartmentofBiologyAlbertusMagnusCollegekibrahim@albertus.edu

Biology‐OrientedCoursesforScienceNon‐majors

CommonAGtudesAmongStudents:•  Lackofinterest•  “Notmymajor…justneedtofulfillrequirement”•  LackofrespectforscienceandscienBsts

LessCommon:•  Intriguedbyscienceandseekinganswers•  Takingcoursefor“fun”•  Loveforscience•  Hopetoexpandonworkingknowledge

WhytheLackofInterest?

 Firstscience‐orientedcoursesinceawhile Lowconfidence Stereotypecomparisons(“scienBst”)

 Studyskillsnotfullydeveloped DiverseeducaBonalbackgrounds: Scared

SeGngtheEnvironment Studentswillnotlearnreadilyifinastateofanxietyorpanic

 Fightorflightresponse Anxietymaybeelicitedthroughvariousbehaviors

HowToAddressTheseConcerns:

 Knowyourstudentsandclassasawhole Becomeacquaintedwithyourstudents

 “class‐specific”oroverallclass“personality” QuesNonnaire

Methods•  Surveyofstudentsenrolledinintroductorybiology‐orientedcourse(non‐majors)

• Given10‐15minutestocompleteduringfirstdayofclass

• 91students• 6disNnctclasses• 3separateuniversiNes

QuesNonnaireComponents Name,male/female,academicstanding Major

 HobbiesandAreasofinterest Learningpreference

 Visual Aural/auditory Read/write KinestheBc

 Academicgoals&ExpectaBons

 Howcomfortableareyouwithscience?

Results•  Samplesize(n)=91

•  freshman*,sophomore,senior&non‐tradiBonal

•  31males;60females•  LearningPreference:

Visual

Aural/AuditoryReading/WriNng

KinestheNc

70%,(63)41%,(37)

48%,(44)

66%,(60)

%, (total count)

Results

Comfortableorverycomfortable

Somewhat;averageNotcomfortable

21%,(17)

33%,(27)44%,(35)

Question: How comfortable are you with science?

Answers grouped into 3 categories: (n=80)

“I have a good memory, so learning terms is not difficult; it is a matter of how the topic is presented and if with any interest”

“I am comfortable enough, as long as it doesn't involve textbooks or too many details”

“I am somewhat comfortable, as long as the information is explained clearly and thoroughly”

“I generally like science. but have not had science in many years”

“I have done well in science, but do not feel very comfortable”

%, (total count)

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HighImpactTopics

 Publicinterest Media

 Diseases&MedicalcondiBons

 HistoricalperspecBves RecentEnvironmentimpacts(naturaldisasters)

 PracNcalapplicaNontolifeandwork

Addressing items in class that directly pertain to most students’ lives

TradiNonalSyllabi

TemplateforIncorporaNngHighImpactTopicsWithinCurriculum

Choose High Impact Topic

Establish Importance & Develop Student Interest

Connect to Specific Biological Concepts

Return To High Impact Topic

1.  Students select topic to explore 2.  Intellectual freedom & development

3. Reinforces concepts 4. Reciprocal learning 5. Hands-on activity

1.  Relate to most students’ lives 2.  Potential to integrate biological concepts of interest

1.  Statistics 2.  Specific disease or condition

3.  Class discussion or personal reflection

1.  Development of principles 2.  Organize learning goals

1.  Explore advanced topics 2.  Critical thinking 3.  Controversial items

4.  Class debate 5.  Discussions

Project Integration

Choose High Impact Topic

Establish Importance & Develop Student Interest statistics; specific disease/

condition; class discussion or personal reflection Connect to Specific Biological

Concepts (development of principles within

topic context) Return To High Impact Topic (explore advanced topics and critical

thinking Controversial items

Class debate Discussions

Choose High Impact Topic

Establish Importance & Develop Student Interest

Connect to Specific Biological Concepts

Return To High Impact Topic

Cancer

Epidemiology of Cancer: incidence and historical trends Personal Reflection

Case-study (ovarian cancer): Mutations in BRCA1/2 cell cycle & checkpoints

Lung Cancer & Cancer Progression: cell structure & mitosis

Viral Experimental Treatments: 1.  Virotherapy 2. Gene Therapy

Integration Independent project or presentation

Before

Actual Syllabus

Biology: Syllabus 1

after Biology: Syllabus 1

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What’s this class about? BSC 103: Biology and Society is an introductory course whose lectures are designed to acquaint the student with the scientific method and the basic concepts of biology.

Because it is a course designed for nonmajors, special emphasis is placed on biological concepts relevant for your lives (both current and future)…

…My hope is that you will apply this knowledge to better your everyday life and environment.

Excerpt from instructor’s syllabus: (Spring 2010)

Biology: Syllabus 3

(Spring 2010)

Biology: Syllabus 3 Conclusions

 Challengingwidearrayofinterestlevels

 Yet,veryrewarding(diversityofpersonaliBes) IncorporateaUNlity‐Basedcoursedesign(ratherthancontent‐based)

 HighImpactTopicintegraBonasmethodtoengagestudents

 BeCreaNve(afemptvariousmethods) Createrapportwithstudents Needinput?Askyourstudents!(greatresource)

Teaching introductory-level biology courses for nonmajors

Acknowledgements:!

Thank you to all my students for their time and feedback in completing surveys!!

Frontiers (sections 1 & 2)!Concepts (section 1 and Mod 1) !Human Body (sections A and B)!

Acknowledgements:

ThankyoutoallmystudentsfortheirBmeandfeedbackincompleBngsurveys!

FronBers(secBons1&2)Concepts(secBon1andMod1)HumanBody(secBonsAandB)

ThankYou!