| Course # |
SLO |
Rating (of students achieving the SLO as reported by faculty) |
Action Type |
Action |
| BIOL 430 |
describe the mechanisms of neural communication and control. |
1 - All or most students |
|
|
| BIOL 400 |
evaluate data generated in the laboratory for validity and scientific meaning. |
1 - All or most students |
|
|
| BIOL 430 |
correlate the chemical structure of atoms and molecules with their physiological functions. |
1 - All or most students |
|
|
| BIOL 431 |
identify specific anatomic components of the endocrine, cardiovascular, immune, respiratory, urinary, digestive, and reproductive systems using appropriate tools (microscope, models, preserved organs, and cadaver material). |
2 - More than half of students |
Individual |
I plan to assign more graded assignments with lower point values, as students appear to be more engaged when a grade is attached?even if it's just one point. |
| BIOL 430 |
evaluate data collected during experimental challenges to homeostasis. |
1 - All or most students |
Individual |
Include in each unit: pathophysiology / homeostatic imbalance and body compensations or therapies/treatments. |
| BIOL 442 |
apply microbiology concepts to current issues in public health and infectious disease. |
1 - All or most students |
|
|
| BIOL 420 |
describe reproductive and developmental processes used by animals. |
1 - All or most students |
Individual |
I plan to have the students create a video or claymation to illustrate an aspect of development. |
| BIOL 440 |
summarize the properties of microorganisms in terms of biochemistry and genetics and correlate these properties to applications in biotechnology. |
1 - All or most students |
Individual |
I plan on providing more examples of the essays for the students to write. In addition, I will expand on the rubrics for these essays. |
| BIOL 303 |
apply the scientific method: use inquiry, data collection, quantitative reasoning, and basic mathematical concepts to analyze the results of a simple experiment. |
2 - More than half of students |
|
|
| BIOL 370 |
identify and analyze the interrelationships between chemistry, geology, biology, and ecology in the ocean. |
1 - All or most students |
|
|
| BIOL 440 |
analyze the properties of microorganisms in terms of cellular anatomy and physiology. |
1 - All or most students |
Individual |
I want to still improve their ability to explain the similarities and differences between eukaryotic and prokaryotic cells |
| BIOL 430 |
predict negative and positive feedback responses to changes in homeostasis. |
1 - All or most students |
Individual |
I am planning to keep following up with students who performed on lowerside and recommend them to attend extra office hours/ LRC or assign additional work to help support them. |
| BIOL 431 |
evaluate the neuronal and hormonal responses to changes in digestive dynamics. |
2 - More than half of students |
|
|
| BIOL 310 |
relate biological structures to their functions and discuss their evolution. |
2 - More than half of students |
|
|
| BIOL 300 |
connect biological functions at the cell and molecular levels to the biological functions of the human body. |
2 - More than half of students |
Individual |
I intend to re-order some of my lessons to help students make clearer connections between ideas at the cellular level and at the organ and organismal level. Most of my students are meeting this, but for those who are not, it is usually because of this lack of practice connecting seemingly distinct ideas. While I do some of this already in class as warm up exercises, I plan on including more of it as well as encouraging tutoring. I also plan on stressing the importance of my News Article assignments so that students are more informed that they are not busy work, but to help them build these higher level connections |
| HEED 300 |
evaluate personal health behaviors. |
1 - All or most students |
|
|
| BIOL 440 |
analyze the properties of microorganisms in terms of cellular anatomy and physiology. |
1 - All or most students |
Individual |
Additional support through targeted review sessions and active learning strategies may improve comprehension for these students in future iterations of this course. |
| BIOL 430 |
predict negative and positive feedback responses to changes in homeostasis. |
1 - All or most students |
|
|
| BIOL 305 |
recognize common species of plants and animals in the field, and the biomes of California. |
2 - More than half of students |
Individual |
I will spend more time reviewing these organisms in practice quizzes. |
| BIOL 410 |
state basic ecological principles by examining the effects of CO2 on corals and breeding new resistant corals |
1 - All or most students |
Individual |
Students were excited and did very well with the unit covering this information. They are very engaged and passionate about learning ways we are saving corals and other organisms on the planet. I have a lab on conservation that shows how citizen are helping scientists save the corals: 3D printing them & planting them back in the ocean and new ones are being bred. Students have to do an Eco project to make one change in their lives to help the planet. A lot of them choose to stop buying sunscreen with oxybenzone bc this kills the corals. They get very excited about being able to do something simple to help. I am going to expand the conservation lab component to show even more ways they could possibly participate in saving corals, etc. and add even more about endangered organisms. I also want to include more about legislation to help them understand they can help the planet by voting/writing your congress person. I have this as an option for the eco project, but thought I might develop something where the whole class could sign it and we could send it off....I'm ruminating! |
