SYMBIOSIS Research Assessment Study Audrey Depelteau , Aimee Govett ,

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Symbiosis I Biology Pre and Post Test 90% 80% Module 1 70% Module 2 60% Module 3 Module 4 50% Module 5 40% Module 6 30% 20% Symbiosis II Biology Pre and Post Test 10% 0% Pre-test Post-test 100% 90% 80% Module 7 70% Module 8 Module 9 60% Module 10 50% Module 11 40% 30% 20% 10% Symbiosis III Biology and Math Pre and Post Test 0% 80% Pre-test Post-test 70% 60% 50% Math 40% Biology 30% 20% 10% 0% Pre-test Post-test SYMBIOSIS Research Assessment Study Audrey Depelteau, Aimee Govett, Kirsten Borger and Trina Wooten East Tennessee State University, Johnson City, TN 37614 SYMBIOSIS Pilot Data Analysis (2007-2009) SYMBIOSIS: An Introductory Integrated Mathematics and Biology Curriculum for the 21st Century (2006-2010) Purpose The purpose of this assessment research study is to investigate the effect of instruction on biology students’ understanding of integrated biology and mathematical concepts in both the traditional Biology curriculum (Control) and the implemented SYMBIOSIS curriculum and to asses teaching pedagogy in order to improve teaching effectiveness. Figure 1 - Cohort 1 Pre and Post Test Results IBMS 1100 Biology Only • Consists of a three-semester, 18 module curriculum with associated labs • Integrates Mathematics and Biology content such that mathematical • concepts are understood in the context of Biology and vice versa • Is an inquiry-based, active learning curriculum • Was piloted to two cohorts of Science, Technology, Engineering, and Mathematics (STEP) students and three cohorts of the Governor’s School summer students SYMBIOSIS Control Data Analysis (2009-2010) Data Management: We are currently doing statistical analysis of 141,058+ tests and demographics items. www.etsu.edu/cas/symbiosis/ Figure 4 – Cohort 1 Control Pre and Post Test Results BIO 1110 & 1120 Biology 1110 & 1120 Biology Pre and Post Test Figure 2 - Cohort 1 Pre and Post Test Results IBMS 1200 Biology Only • A: 20 Pre test Fall 2009 vs. 20 Post test Fall 2009 • B1: 20 Pre test Fall 2009 vs. 20 Pre test Spring 2010 • B2: 20 Pre test Fall 2009 vs. 20 Post test Spring 2010 Figure 3 - Cohort 1 Pre and Post Test Results IBMS 1300 Biology and Math Figure 5 – Normalized Gain of Student Improvement (Cohort 1 Control)) Normalized Gain (See Legend in Figure 4) Future Plans • Challenge: • To transition from classroom sizes <20 to multiple sections of classroom sizes ranging from 250-300 for Biology • and classrooms sizes 50-75 for Mathematics and Statistics • It is our intent to: • Transition to course coupling in which two courses (biology and mathematics) share a common collection of goals and objectives • while pursuing specific outcomes individually • IBMS 1100 will be a coupling of Biology I (IBMS 1110) and Statistics (IBMS 1530) • IBMS 1200 will be a coupling of Biology II (IBMS 1120) and Calculus (IBMS 1910) • IBMS 1300 will retain an integrative format. • Drive the SYMBIOSIS curriculum with higher-level objectives and data set analysis • Employ active, student-centered instructional strategies that will empower students to become more engaged in their learning • Utilize technology that will enhance active learning for large college sections, such as podcasts, ‘clickers,’ and other web-based • programs • Train faculty and graduate teaching assistants in effective teaching pedagogy of the Bio/Math curriculum and laboratories • Develop frequent formative assessments, in order to provide students with feedback to guide their learning as well as modify • courses appropriately • Design a Logic Model that facilitates planning, evaluation, communication, participation, and decision making • Conduct a large-scale assessment research study • SYMBIOSIS • Is designed to complement national reforms as described in BIO 2010 • Modules have been mapped to the competencies and objectives found in the HHMI/AAMC Scientific Foundations for Future • Physicians (2009) see www.etsu.edu/cas/symbiosis/ • Is a step toward producing better educated and motivated students for STEM and health related careers • Aligns with the East Tennessee State University (ETSU) mission and is supported by ETSU’s administration, the Departments of • Biological Sciences, Mathematics & Statistics. • “It takes a lot of courage to release the familiar and seemingly secure, to embrace the new. • But there is no real security in what is no longer meaningful. • There is more security in the adventurous and exciting, for in movement there is life, and in change there is power.“ • Alan Cohen (used by permission) Table 1 - Assessment of Knowledge in both Biological and Mathematical concepts. Pre and Post Tests for each of Modules 1 through 6 (Cohort 1 and Cohort 2) Figure 6 - Assessment of Knowledge Fall 2009 Assessment of SYMBIOSISI (Modules 1-6) Assessment of Cohort 1 Control Figure 7 – Probability Plot of Fall 2009 Pre Test (20 of 60 questions) Table 2 - Assessment of Knowledge in both Biological and Mathematical concepts. Pre and Post Tests for each of Modules 7 through 12 (Cohort 1 and Cohort 2) Probability Plot of Fall 2009 Pre Test Normal - 95% CI Assessment of Symbiosis II (Modules 7-12) Publication Depelteau, A. M., Joplin, K. H., Govett, A., Miller III, H. A., and Seier, E. 2010. SYMBIOSIS: Development, Implementation, and Assessment of a Model Curriculum Across Biology and Mathematics at the Introductory Level.CBE-Life Sciences Education, v.9 (3): 342-347 Acknowledgements Table 3 - Assessment of Knowledge in both Biological and Mathematical concepts. Pre and Post Tests each of Modules 13 through 18 (Cohort 1) We would like to extend our appreciation to the following people involved in the SYMBIOSIS project: Drs. Karl Joplin, Hugh Miller, Darrell Moore, Istvan Karsai, Thomas Jones, Michael Zavada, Edith Seier, Michel Helfgott, Jeff Knisley, Anant Godbole, Ariel Cintron Arias and Patricia Williams and ArashMehraban We would like to acknowledge the Howard Hughes Medical Institute for their support. Grant #52005872 Fall 2009 Pre Test Scores Assessment of SYMBIOSIS III (Modules 13-18) Website