Best Practices For Moving Lab-Based Science Courses Online Safely & Effectively

1.   Best Practices For Moving Lab-Based Science Courses Online Safely & Effectively Erica Kipp Pace University Department of Biology and Health Sciences ekipp@pace.edu

2. BIO 123 Biology and Contemporary Society • Course Description: This course emphasizes the interdependence of biological systems to each other and to the environment in general. Discussions include topics such as evolution, plant and animal classification and structure, and concepts of bioethics. Students will be expected to discuss specific issues that impact biological systems, including humans.

3. BIO 123 Biology and Contemporary Society • Non-major course • 4 credits: 2 lecture hours and 2 laboratory hours per week • Fulfill the University requirement of a laboratory-based science course • Issue and project-based • Addresses current issues in biology and bioethics • discuss and identify ethical issues raised by new technology

4. Incorporating the internet and technology is compatible with student comfort levels has become a preferred tool of learning The academic landscape is changing to accommodate technology and web-based resources in order to keep relevant, institutes of higher learning need to address the dynamic learning environment determined that college-level science courses can significantly increase scientific literacy among non-majors

5. “I hear and I forget. I see and I remember. I do and I understand.”-Confucius

8. A science education company devoted to the development, design, production, and marketing of academically aligned science laboratory kits for secondary and post secondary students and institutions worldwide. Small-scale experiments promote individual study Single-student/single-use lab kits since 1994

9. Thinkfinity Grant through the Verizon Foundation Initiative for Innovative Teaching, Technology and Research

11. By using the LabPaq system, we are able to offer our students the experience of a hands-on lab with the convenience of DL.

12. LabPaqs: What are they all about? • full color lab manual • Comprehensive list of items in the LabPaq required for each lab • Laboratory techniques (including cleaning and disposal) • Detailed protocols • Clear objectives • Background information • Time to be allotted to each experiment • MSDS Sheets and Laboratory safety • Tips for student success • How to write a laboratory report • Laboratory report templates to facilitate formal lab report preparation • Though-provoking questions

13. Consistency • One lecture instructor • The same text book • Same or similar lab experiments • Similar lab report assignments and due dates • Similar quizzes and exams

14. Laboratory Experiments Traditional classroom HOL students • Laboratory Safety and Scientific Method • Chemical Composition of Cells • Osmosis and Diffusion • Human Genetics • DNA Biology and Technology • Evidences of Evolution • Bacteria, Protists, and Fungi • Diversity: Plants • Basic Mammalian Anatomy • Ecosystems • Laboratory Safety and Scientific Method • Macromolecules of Life • Cell Membrane Transport • Phenotype and Genotype • Extraction of DNA • Classification of Species • The Microbiome • Plant Genetics • Primate Characteristics • Macrobiome

15. Questions • What are the scientific and pedagogical benefits and challenges of using the HOL kit? • How do the HOL impact students’ science learning outcomes? • How do the students like the lab experiments? How do they use the kit? Do they find the protocols easy to follow? • Do the students using the kits have a better, equal to, or lesser understanding of the course concepts as compared to traditionally taught lab students? • What are the department and university impacts?

16. Department Impacts • Bookstore will not need to place orders for, display, or store manuals • Students order the labpaqs directly from Hands-On Labs, Inc. and kits with all are sent in one shipment within 5 days • Reallocation of funds • Decreased reliance on adjuct faculty • Alleviate scheduling conflicts • Reduce wear and tear on equipment and overall facility

17. Survey Student information major, gender, academic status Online learning experience rate computer skills, skills using the internet, comfort level with online classes Comments and feedback

18. Lab Reports and Exams • Weekly lab reports • Traditional lab report style • Answered questions pertaining to the lab protocol and concepts • Photographs • 3 lecture exams (including final) • 3 lab exams (including final)

19. Pre and Post-Lab Quiz • Series of 14 questions • Administered at onset and end of semester

21. Student comments I enjoyed and learned from the DNA extraction lab. I really liked the DNA extraction and plant genetics labs and learned a lot from both of them. DNA extraction and scientific method labs were my favorites. The macrobiome lab was not something easily done in an urban environment. Loved the DNA extraction lab. I liked the flexibility of when I could do the labs. I liked the flexibility of the course and at-home learning. I liked that I could complete the labs when I was comfortable to do so. Liked the convenience of not having to be in a lab class at a specific time or day. The instructions and labpaq materials were well organized and useful. Sometimes I felt intimidated working alone on the labs. I enjoyed the different tools I learned to use while taking the course. Having the hands on experience made me more interested in the subject of biology. lab activities were relevant to the course and helped me develop a better understanding of biological concepts the labs helped me apply the basic concepts I learned in lecture

22. Where do we go from here? • Use developed rubric to compare students’ lab reports • Compare grades between control and test group • Compare exam scores in Bio 123 from 2008-2012 • Incorporate troubleshooting advice • Modify labs based on student feedback

23. Literature Cited: • Care, W.D., & Scanlan, J.M. (2001). Planning and managing the development of courses for distance delivery: Results from a qualitative study. The Online Journal of Distance Learning Administration, 4(2). • Carr, S. (2000). Many Professors are Optimistic on Distance Learning, Survey Finds. The Chronicle of Higher Education, Technology. • Culliton, B. (1989). The Dismal State of Scientific Literacy. Science. 243(4891). • Howell, S; Williams, P; Lindsay, N. (20030. Thirty-two Trends Affecting Distance Education: An Informed Foundation for Strategic Planning. Journal of Distance Learning. • Kariya, S. (2003). Online education expands and evolves. IEEE Spectrum (Technology, Engineering, and Science News). 40(5):49-51. • Miles, M; Huberman, A. (1994). Qualitative Data Analysis, 2nd ed. Thousand Oaks, Ca: Sage Publications. • Murray, C. (2003). Study reveals shifts in digital divide for students. eSchool News (Technology News for Today’s K-20 Educator). 36-37. • Roach, R. (2002). Staying connected: Getting retention right is high priority for online degree programs. Recruitment and Retention: Issues in Higher Education. • Selingo, J. (1998 July 17). Small private colleges brace for competition from distance learning. The Chronicle of Higher Education. • Stake, R. (2010). Qualitative Research: How things work. New York, NY: Gilford Press. • Tam, M. (2000). Constructivism, Instructional Design, and Technology: Implications for Transforming Distance Learning. Educational Technology & Society 3(2).