Biology 10: Basic Biological Concepts

Clarity, Equitable Learning, Reasonable Expectations

Course Description

An intensive introductory course for non-majors who will take additional course work in biology or related disciplines, including the allied health sciences. Introduction to the biological sciences with strong emphasis on cellular structure and metabolism, molecular biology and genetics, as well as concepts and principles common to all living systems including ecology and evolution.

This course is designed for non-majors in Biology and often is taken as a General Education requirement. It is also a lecture class, usually 75-80 students.

Overview of the Redesign Project

My redesign was very simple! I aimed to improve clarity in my communication about expectations for assignments. The way that I accomplished that was through 1) rubrics and 2) active learning.

The rubrics I generated from learning how in the Teaching Institute met the goal of increasing communication and expectations for students. I've learned through the Center for Teaching and Learning that it is also increases equitability in learning because it gives them clear criteria for how they will be graded. I had 2 larger assignments in Biology 10 at the end of the semester (10-20 points whereas they are usually 2-5 points) that I have now fitted with categories of 1-5 points each with clear descriptions of how the categories will be graded. I found AI was immensely helpful in doing this after I gave it appropriate prompts: by in fact feeding ChatGPT the assignment that we've already carefully designed!

In addition, in Biology 10, throughout the semester I have been having my students participate through active learning. At first, I told them- and myself! - that it would just help them engage. After the first unit, I decided to also provide them with a 'self-grade rubric' which helped them engage in discussions and increase accountability for doing so. I used a rubric adapted and adopted from a discussion section I teach in Biology 1. I can't know how they exactly they are doing by discussing things in groups and comprehending topics, but they do! It works well and I monitor and check in with them by walking around the class to see how it's going. If I know they aren't there (through attendance from Quizzes and in-class assignments), then they don't get the full points or I alter the grade that they provide for the unit's discussions. However, it has been working well as I know most of them from interacting, more, throughout the semester and they tell me that they enjoy it!

I also shared these rubrics with the course coordinator for the course as it helps coordinate between sections of this multi-section course if we have/use similar assignments and assessment; so it helps meet the departmental goal or criteria of providing some standardization between sections.

To be clear, my rubrics for large(r) assignments and discussion self-grading:

1. 1. Increased equitability for learning by communicating clear expectations
  2. Increased participation and engagement through active learning and
  3. By sharing curriculum with the coordinator of the course, I also collaborated to meet the above student community and campus needs. If adopted widely between sections of the course, it could also meet the departmental goal of standardizing between sections of this multi-section course.

Assessment of the Redesign Project

Table to describe course redesign. Three rubrics for large assignments and in-class discussions.
Rubric 1: Grading for Biodiversity Assignment using Gemini	Rubric 2: Grading for Research Spotlight Assignment	Rubric 3: Self-grading Rubric for Discussions
Ex. 1 Biodiversity Assignment Worksheet and Rubric in which I (we) ask students to use Gemini, formally, to find topics in Biodiversity decline and reflect on it.	Ex 2. Canvas Assignment Excerpt and Rubric for Research Spotlight Assignment in which I (we) ask students to pick from a few options for scientific formally, to find topics in Biodiversity decline and reflect on it.	Ex. 3 Rubric for THINK-PAIR-SHARE in class discussions about topics or problems we work through, in class. I ask students to assess themselves and how they've discussed topics and learning objectives from powerpoints and concepts in class. I have received feedback that they appreciate the opportunity to receive points for their efforts! I guage what they provide, also, by attendance to class.

Reflection

I think that my redesign, however simple, has been successful! So far, I have seen this by the smiles and responses to the rubric for self-grading of in-class discussions. Most students have been thankful for the opportunity to gain points for the efforts in a class that is packed and can be hard to keep up with! They also like to be able to engage instead of being 'talked at' in a lecture format or style. They also connect with me, more readily, and I aim to encourage them to talk in their groups and also chat with me if they are struggling with a concept and/or simply to engage. So, on both sides, we've gained connection between each other and classmates, as well as accountability for in-class discussions. It can be challenging for many students to put down their computers, phones, and notes to talk to each other but I find it helps attendance and interest in the course. I encourage those who are not participating as much as I can.

The first 2 rubrics (Rubrics 1 and 2, above) are for the last unit that we will start Nov. 24. So I will know more, then, about the criteria I've chosen to grade these assignments. However, I know from the responses from Rubric 3, above, that students generally really appreciate knowing exactly how they will be graded as it helps them, then, put all the elements that I am looking for into their assignment before turning it in. Thus, we've both gained clarity in expectations and I've improved my communication, vastly, with them, by being clear and up-front about content expectations for these more heavily-weighted assignments in the last part of the term.

As mentioned, above, the goal of creating rubrics for assignments would also be to share them widely with other instructors for this course and thus standardize, more, between sections. Thus, I have provided them to the course coordinator for Biology 10, who I believe, has also implemented a majority of them. However, this was after the start of the semester, so for further implementation in more sections, it would be in future semesters especially for new instructors.

Faculty Biography

Lecturer Biography and Photo(s)
	I have been a Lecturer here at CSUS for ~8 years and hold a Ph.D. from University of California, Davis (UCD) in Molecular Cellular and Integrative Physiology (fish physiology) and a B.S. in Biology and Environmental Studies from Tufts University. I spent ~5 years as a post-doctoral fellow after graduate school at UCD. I now often teach Introductory Biology courses which have students with different learning styles and diverse backgrounds, so this course was especially helpful to gain knowledge of useful tools. When I’m not teaching, I spend time with my family to include my 3 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.

**Program Sponsors**
	This work was supported by: Sacramento State Academic Affairs - Center for Teaching and Learning