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Biology 10: Basic Biological Concepts

Reasonable, Equitable, Conscientious

Reflection on Instructional Change:

This semester, I tried having early, in-class non-graded (P/NP) quizzes and also graded assignments to give students more “data points” for 2 of my lecture classes in which I have 2 sections this term. This class is one I teach a lot of: Biology 10, Basic Biological Concepts which is often a Gen Ed requirement for students who have varying levels of preparedness. I tried quizzing them on their study skills and habits, computer skills and exposure to basic biology, as proposed in CISLE, as well as quizzes to test them on material and keep them up to speed with it. The former has help me gauge the class/material to their needs.
I have also implemented graded assignments and (P/NP) quizzes, early, in order to give them more data points and chances to understand where they might need work or to study more. I did this, previously through ONE “pre-exam
assignments” before an assessment in my Biology 10 lecture(s), but it seemed like it wasn't that effective. After CISLE, I ended up giving quizzes or in-class assignments once a week to help them see where they're at and keep them coming to class (attendance and incentive for attending has been a big problem, across sections, in this class).

Students are generally checking in, more, regarding coming to class. A few have told me directly that having weekly P/NP quizzes really helps them stay up on material. It seems, before, it's been too easy to just listen to material and not really engage if they don't have assignments/quizzes to help them do so. One told me after class "Whew! I'm so glad those are P/NP quizzes.. now I know what I need to study!"

I think the demo and instructional videos in the ACUE course were the most helpful as a part of this CISLE FLC. I know from giving VARK questionnaires to students-- and then taking them myself!-- that I am a 'kinesthetic learner'; I learn by doing and by example, or at least that's my most effective modality. Seeing an example of someone implementing a practice I was interested in trying, such as Syllabus Reconnaissance during the ACUE course, was good to see: both the class in the video and imagining how it might go in my own classroom.

When "Observing and Analyzing" with colleagues, I think the thing I got out of it the most was community! It was a kind of "you're not alone aha moment" to participate in my group. It seems as though I am doing all I can to adjust techniques to different learning styles as well as new students post-Covid; other instructors are also feeling 'the weight' of how much the world of teaching has changed, since the pandemic, as has the attitudes of students. My colleagues complimented me on how I am 'pivoting' to accommodate this 'new world' which felt good. I also felt like it was really helpful to connect with colleagues and share a good laugh over trying new things and styles as well as attempting to meet student needs (with varying levels of success)... something that can be challenging and rewarding all at once.

Evidence of Instructional Change

Evidence of coursework
Image 1 A screenshot of a few of the in-class assignments and P/NP quizzes I implemented ~once/week this semester.	Image 2 Screenshot of one student's in-class assignment for credit (Complete/Incomplete) designed to help the class work out genetic crosses.	Image 3 Proud to say I completed all the modules! Each one in this course helped me look at curriculum from a different angle.

Practice and Reflect on:

Ensuring Equitable Access to Learning from LE3 of ACUE

Course Syllabus

Bio 10 MWF Syllabus and Schedule_Fall24 _Section3.pdf

Faculty Bio

**Brittany Kammerer, Ph.D.**
	I am a Lecturer here at CSUS for ~7 years and hold a Ph.D. from University of California, Davis in Molecular Cellular and Integrative Physiology (fish physiology) and a B.S. from studies in Biology and Environmental Studies from Tufts University. I spent ~5 years as a post-doctoral fellow after that. I now often teach Intro Biology courses which have many students with different learning styles and diverse backgrounds, so this course was especially relevant. When I’m not working on teaching, I spend time with my family to include my 2 y.o. son, Wallace, and partner, Jake. We love to garden and be outside, especially near the river. While aquatic ecosystems dominated my years of research and post-doctoral projects, they now are included in the things I teach my son, such as how to swim and look for fishes.

**Acknowledgements**
	This work was supported by: National Science Foundation Hispanic Serving Institution Project STEM Zone DUE 1832335 US Department of Education Hispanic Serving Institution Project Degree with a Purpose P031S210061 US Department of Education Hispanic Serving Institution Project STEM4Equity P031C210012 *Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation or the US Department of Education.