Biology 10: Basic Biological Concepts

Zero Cost Learning Platform: ADAPT • Cost-saving option for learning • Great avenue for practicing concepts!

First Impressions

I have used Affordable Learning Solutions, previously, in other introductory classes through OpenStax texts. I find them more accessible for students whether they use them as a resource for learning, or not. I think it's a great idea, especially given that Sac State students often have financial challenges. The less burden we, as teachers can put on them for the cost of each class, the better.

Benefits & Challenges

Benefits/Challenges/Discoveries
Benefits of AL$/OERs	Challenges of AL$/OERs	Discoveries
I find ALS/ OER resources extremely valuable for students at CSU. At first, students were frustrated as the Opensource key for my problem sets needed some corrections! However, that was in the hands of Libretext since I used their sources. After it was corrected, students have been doing problems and asking about concepts, more! They have greater ability to practice with incentive- since I have now created the problem sets as formal assignments. My prep time was longer for Bio 10 building ADAPT but having been funded by CTL and trained to build it, it was worth it and helped me be ready to launch and pilot the platform this fall! Having problems already in ADAPT actually made the creation very simple. I have shared this resource with the coordinator for Biology 10 and we presented it to our department. I am hoping we can formally incorporate it into the curriculum for the course. Since this is a multi-section course, it should have some level of standardization between sections.	It can be challenging to build quality problems sets using ALS/OERs. Libretext had a lot of problems that followed our book from Openstax and it is a commonly used book for biology for non-majors. Thus, it was easy to find problems that followed our curriculum. Ideally, we would build our own problems from the course curriculum but using book problems increased the speed at which I could develop it. I also pulled from other more subject specific Openstax resources such as Anatomy and Physiology for that unit of Bio 10. My evaluation process for seeing how students like(d) ADAPT was checking in with students! I talked with them and also took surveys with a raise of hands, in class. I also had a formal question on class quiz to see what they thought. CTL has also provided a survey though I'm not sure if results will be synthesized prior to this presentation.	I discovered that for new platforms, technical support is extremely important!For Libretext, I was impressed with how fast they responded to correct the answer key issue for our book in ADAPT. Also, I learned and have been able to share with colleagues how Libretext and ADAPT platform are FREE because CSU has already put millions $, from what I understand, in it to support classes at all campuses. Generally, quality control and Accessibility can be issues with Opensource resources but Libretext's developers were very responsive to a before unknown issue that I found with our book's key. They have also thought through and are well prepared for increased Accessibility Standards being required down from the federal level in Spring 2026.

Pathway:

I used adoption of OpenSource materials through Libretext. I remixed different OpenStax and other textbook questions to fit the curriculum we have for this course. It formally follows chapters in OpenStax Concepts of Biology but I pulled questions from other books if they fit the material better. My goal was to create problem sets for students to practice the concepts outside of class besides just studying, but rather engaging with the material. Having problem sets gives them incentive to engage with the material since it is point-based rather than extra practice, which is how I did it previously.

Reflection on Resources:

I found that the Libretext platform and the support from their staff was the most helpful! They were very responsive with any technical issues with their platform and have biweekly office hours for technical questions, also. Moreover, they built a really cool thing! ADAPT functions as a platform for problems where you can upload from any text that is in their Commons OR create your own. It dramatically helped students access a platform to practice concepts from class!

The librarian, Mary-Kate, for Biological Sciences was extremely helpful when I met with her, suggesting some Opensource sources for test banks to build my course problem set quickly over the summer. You can see that I just posted the problems, and answer keys that fit the material, before. It was hard to assign points so I don't think the majority of students felt very motivated to use them in that format.

I have worked with the course coordinator for Biology 10 and am trying to polish the pilot version to make more standardized problem sets for the course to share amongst sections and multiple instructors, if approved by the department.

Course Materials
*Before*	*After*
Materials were less accessible in Canvas. Packaged as Additional Problems Some of the most diligent students did the problems I posted for (additional) practice. However, without points assigned, I think it was harder for some students to see the value of working through them.	Canvas links to ADAPT Canvas is the Learning Management System that links to b) ADAPT Problem Sets (PSs). PSs are for learning course concepts (~2-5 points) and practicing technical ideas where students get 3 tries to get the correct answer. It is low stakes, built for practice, and incentivized for them since I have made them be actual assignments with points attached. Students generally appreciate the opportunity for more points, from what I gather. The current cost of ALL our course materials are ZERO for Biology 10, currently. It makes sense for a GE course taken by non-majors, I think where they may not take the subject again.

Student Survey Data

Results
Data Point #1	Data Point #2	Data Point #3
Student responses: "I really like the ADAPT problem sets mainly because I think they help me get a better grade when studying for the exams, but a BIG plus is that it is free. I think it was more helpful with the timing that Dr. K released the assignments and wanted them due by.." .. "I really liked the ADAPT practice problems- they were really helpful review for each lecture, and having 3 attempts for each problem was really appreciated. I'd say the ADAPT practice problems are a 5/5 and I definitely think they're beneficial."	Student response: "I do them after I take the notes so it is great review and application when the answer key is correct. Although, it is very confusing when some problems have either the wrong answer in the answer key.... I really like how Dr. K posts them after the notes and topics so it encourages people to revisit their notes on the topic and get some review in before the quiz."	Student Response: "I think the practice problems in Adapt were pretty amazing so I will give it a 4. It was free and we were able to use it. There were some complications regarding the grading but it was fairly new so there is no problem with that. The most helpful part about the assignments was how useful it was for the quizzes and exams. Even if there were slight problems, I feel like ADAPT will help out your future classes and have them perform amazing(ly)."

Results Table (3): Student response to quiz question: How helpful did you think having the practice problems in ADAPT was on a scale of 1 to 5? What was the most helpful thing about the assignments or how Dr. K. administered them?

Recommendations & Advice

I would definitely recommend Libretext! The online resource is a huge bank of Opensource resources developed by a Chemistry Instructor at UCDavis. Science books can often be upwards of $200, something not very tenable for most Sac State or CSU students, generally. I would highly recommend using ADAPT to package problems to encourage student learn concepts and practice technical ideas. Libretext and ADAPT are ready for the federal Accessibility Requirements that are going to be more enforced come Spring 2026, also.

Faculty Biography

Faculty Bio
	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 California State University Affordable Learning Solutions Program & SB 1359