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The Impact of Online Professional Development & QM in Transitioning an Introductory Biology class to a Flipped Format

Discover how the use of online professional development and Quality Matters (QM) standards transformed an introductory biology class into a flipped format. Learn about the positive outcomes, such as improved student performance and reduced failure rates, and the next steps for further improvement. The approach includes enhanced online prep assignments, multimedia resources, formative assessments, and post-class review and practice.

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The Impact of Online Professional Development & QM in Transitioning an Introductory Biology class to a Flipped Format

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  1. The Impact of Online Professional Development & QM in Transitioning an Introductory Biology class to a Flipped Format. Michèle Shuster Susan Ceppi-Bussman Sandra Johnson

  2. Biol 211G at NMSU • Large enrollment • Variety of science and allied health majors • Historically very low pass rates • “gateway” course

  3. NMSU-HHMI Course Reform • Variety of models tested • “Best” • In-class case studies (~every 2 weeks) • Facilitated by peer instructors • Increase in A’s and B’s • Dramatic decrease in F’s and W’s • Reduction in performance gap

  4. Next Steps • Increase use of case studies • Mini-cases during interactive lectures • More frequent use of full-period case studies • Move towards a flipped classroom format • Out-of-class prep work • In-class reinforcement, practice & applications

  5. Out-of-Class Prep Work • Delivered online • How to do that effectively? • Applied to NMSU’s New2Online Program • Eternally grateful to have been accepted

  6. New2Online • New faculty professional development program • 1st cohort in progress/finishing • QM-based workshops • LMS workshops • Assignments/discussions • Develop specific course elements

  7. Michèle applied to “flip” • Course still has substantial F2F component • Specific guidance for her situation • Individualized mentoring in the program

  8. QM- who knew?!? • I had no idea… • Many concepts were familiar from F2F & Scientific Teaching • E.g. QM2, QM3, QM4, QM5 • “good teaching is good teaching” • (quote from Sandy) • Others were a whole new world

  9. My New2Online Approach • 1. Enhance online prep assignments for existing case studies • Use more media, fewer textbook readings • E.g. NYT, WSJ, NCI, Medline • 2. Create new prep assignments • To move “straight forward” content online/pre-class • Free up class time

  10. Prep Assignments • Screencast (&/or choice to do textbook reading) • With script for screencast • Prep questions • To answer before class

  11. In-class • Clicker questions to review prep questions • Formative assessment • Accountability • Use freed-up time • Mini-cases/extended examples • Support challenging concepts

  12. After-class • Review questions • More review & practice

  13. Q1: What happened? • A1. QM1 changed my life! • 150 students, way more moving parts, only 1 question about where to find something • At least two informal comments from students that they enjoy the prep videos (screencasts)

  14. Q2: Can students navigate it? • A2. Yes • Students are coming prepared • Able to find & complete prep assignments • I have had more time to spend on more challenging concepts

  15. Q3: Is it working? • A3. Yes • Exam scores are improved relative to previous semesters • Presumably will translate to higher final course grades

  16. Q4: Most surprising? • A4. QM8! • My course design is far more accessible/ negotiable • Took a lot of thought re screencasts vs. other video formats • And using my own vs. external sources • (& it is now so embarrassing to go back to old course websites)

  17. Acknowledgements Biol 211 Course Reform New2Online NMSU OCIP Program New2Online Mentors ASNMSU Student technology fees support the program NMSU Canvas Team • Ralph Preszler • NMSU College of Arts and Sciences • HHMI (funding)

  18. Questions or Comments?

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