curriculumalignment.ucf.edu · web viewyes, i have heard about it but do not know any of the...

Initial ReportLast Modified: 02/10/2015

1. Are you aware of the curriculum alignment work?# Answer Response %

1yes, I participate directly

19 24%

2

yes, I am informed of the effort by colleagues

25 32%

3

yes, I have heard about it but do not know any of the details

22 28%

4 no 13 16%Total 79 100%

2. What percentage of students have you observed struggling or not succeeding in courses as a result of being unprepared by prior coursework?

# Answer Response %1 90-100% 2 3%2 60-89% 16 20%3 30-59% 45 57%4 1-29% 13 16%5 none 3 4%

Total 79 100%

3. What is your primary position?# Answer Response %1 Faculty 76 96%2 Administration 3 4%

Total 79 100%

4. For BSC x010, which one of the following applies? http://tinyurl.com/ntgknkn This content/coverage:

# Answer Response %

1 matches that of our course 38 81%

2

does not match that of our course, though it is reasonable and we can adjust the course to match it

5 11%

3

does not match that of our course, and though it is reasonable we cannot adjust the course to match it

1 2%

4

does not match that of our course, is not reasonable, and we cannot adjust the course to match it

1 2%

5 we do not offer this course 0 0%

6I am not familiar with this course

2 4%

Total 47 100%

5. Comment:Text ResponsefsdffsdfMost of these things do match our course, although there are some things we do in lab that you do not, or you do in lab and we only cover in lecture.Obviously the emphasis of each subtopic will vary by instructor and even within sections, but the match is quite good with our 1010 course.There is no difference between our course and yours. We probably reach our students better due to smaller class sizes and the lack of pawning off the work to graduate teaching assistants.We also include "Scientific Method" and Introduction to "Ecology".We cover the topics mentioned in the provided table with the exception of gene regulation.Mostly matches except for some detailed content omissions and/or additions.I cover all the topics listed in that spreadsheet. The only two topics listed that I tend to "tread lightly" on are Photosynthesis and Gene Regulation. We cover them, but not to the same depth included in the textbook.Our biggest issue is the time needed to cover the additional content. Many of our students come to us with very little science background, so just getting the basics across is challenging and takes time.Students also struggle immensely with basic high school chemistry.Too much for one course.We do not cover some of the content listed as being covered in both lecture and lab in our lab course. We do cover the overall content in lecture.The only components on this list we do not require is Photosynthesis Modifications (CAM & C4 plants). These are of very limited use for the overwhelming majority of our students (usually pursuing medical fields).

6. For BSC x011, which one of the following applies? http://tinyurl.com/lj64gpv This content/coverage:

# Answer Response %


2


2 13%

3


0 0%

4


0 0%



7 47%

Total 15 100%

7. Comment:Text ResponsefsdffsEcology should be under a different course (for example environmental science) not BSC x011.I don't teach this course.I cover all those topics.I should not have clicked yes, I only teach BSC1010

8. For BSC 2093C, which one of the following applies? http://tinyurl.com/nssvrvz This content/coverage:

# Answer Response %


2


4 22%

3


2 11%

4


1 6%



1 6%

Total 18 100%

9. Comment:Text ResponsesfdfsI also cover Special senses but view that as optional and cut the chapter out if running behind schedule.We teach the respiratory system and reproductive system in 2093 but no the Endocrine system.A&P 1 covers most of these topics...however, the nervous system and endocrine system are covered in A&P 2The content of the provided table matches that of our course with the exception of the endocrine system. I don't know how this huge material, with the endocrine system included, is covered thoroughly in one semester. If we have to incorporate the endocrine system in Anatomy and Physiology I, I would suggest including it in place of the cell biology unit which is already covered in General Biology I.We start off the course with a lengthy review of basic Gen Bio skills which then eliminates the needed time to cover the nervous system in AP 1, so we instead do that in AP 2 and teach respiration and reproduction/development in AP 1. My colleagues see changing this sequence as implausible.I don't think endocrine system is reasonable to teach thoroughly in part 1 of AP.Endocrine system is not taught in this course. The addition of this system would not allow for each chapter to be taught effectively for the students.

10. For BSC 2094C, which one of the following applies? http://tinyurl.com/ms9s9vr This content/coverage:

# Answer Response %


2


3 30%

3


0 0%

4


0 0%



0 0%

Total 10 100%

11. Comment:Text ResponsefsfsActually your course is lacking some key characteristics including aspects of pathophysiology beyond the parasites as well as a significant aspect of microbial interactions in epidemiological applications.students are not ready for Biology topicsI cover all those topics. However, due to my students having severe issues with being unprepared by their Bio1 experience, we have not had time to study those topics at the depth I would like. We tend to skim through Drugs and Control of Microbial Growth. I find I have to spend a lot of time getting everyone back on the same track or a large number of my students would not be able to pass the course.We do not have as much of a focus on immunology but otherwise seems to match our content.

12. Your input into the curriculum alignment effort is of great value. Are you interested in participating further? If yes, please provide name, email address and institution below. For additional information about the Biology Working Group, please click on the following links and check out the Biology Home Page http://tinyurl.com/k6aa4nh and the Biology Workspace Page http://tinyurl.com/qfqd2w8.

# Answer Response %

1

yes, I would like to work directly with the group

15 23%

2

yes, I would like to be informed of meetings and provided with minutes but will not be able to attend routinely

11 17%

3

yes, I would like to be informed of meetings and provided with minutes but will not be able to attend meetings

14 21%

4no, I am not interested in participating

26 39%

Total 66 100%

13. Please provide your contact information:Statistic ValueTotal Responses 43

14. Additional comments:Text ResponsefsfI have enjoyed working with this group. However, I would like to see more effort done on keeping the meetings organized. Lately we seem to be repeating tasks and doubling effort due to losing the final draft. Also, I would recommend someone with more excel experience use the computer. This would speed up the process.I truly appreciate all of the good work in alignment so that students can move between schools and be well-prepared. What I've been seeing more of though are big differences in the conditions/criteria in which students must learn and perform (to demonstrate their learning). Some kind of "alignment" of these expectations would be very helpful in developing students level by level into more effective learners.I am a little curious why the common numbering system by the state isn't taking care of this already. I would like to hear more about why the current system is not adequate.I may not be able to work directly, because of logistics of being in Melbourne and scheduling, but I would like to if possible. However, taking a less direct role would be fine also.I wish I could participate but my current demands from the college make it impractical.This is a very worthwhile effort!I wish this survey gives us the flexibility to go back to the previous pages we already filled in. Thank you.I am not available to participate at this time, but I am interested in the future. Thank youI am a recent UCF alumna, and am deeply concerned with making sure my Valencia students are able to transfer to UCF without any gaps in their educational experiences. I teach my Bio1, Bio2, and Microbiology classes with the same level of rigor I experienced as a student at UCF. I don't believe enough of my peers undertand the importance of preparing their students for a transfer to a 4-year school, and instead focus only on 2-year programs in the allied health fields. I believe this leads to a big gap between Valencia's curriculum and what is expected at UCF.I have been a part of Curriculum Alignment for many years. I have taught BSC 1010C, 2093C and 2094C for many years. Now that I am dean I can not make all of the meetings because of various conflicts in my schedule. However, I would still like to be included in this work. Thank youI already attend the meetings.Concerning BSC2094C (Anatomy & Physiology II), the only components of this list we do not routinely cover in detail are: (1) Nutrition components of Metabolism, because the majority of these students are also required to take Nutrition as a separate class and which goes into more detail than time permits in 2094C. (2) Metabolic Pathways and Genetics, because they are part of the required prerequisite General Biology I (BSC1010C).I did the survey earlier, but wanted to print AP1 topics. Thanks

Statistic ValueTotal Responses 14

15. What specific areas have you observed students struggling?

Text ResponsefefsfsdStudy/Note taking skills. Basic content knowledgeBiochemistry and DNA technologyMath skills, reading skills, studying skills, critical thinking skillsCentral Dogma of BiologyIt's not so much the topic areas, but rather the students' lack of prior experience learning without direct classroom instruction. This includes students who have taken one or two prerequisite college courses. Many students seem caught off guard that not all content information can or will be covered thoroughly during class by the instructor. Several students have reported they did not need to use their textbooks at all (even though reading assignments were given) in order to do well (A's and B's) in previous courses. Also, many students have experienced only Powerpoint presentations with slides available online. Online availability can be good, but it seems that most if not all exam questions come directly from the slides (even though the slides do not cover all (maybe 50-60%) of the material in textbook). That means students do not need to take notes (info is already on slide) and do not need to read/learn from the textbook (exam answers all in slides). Only about half of my students have planned to take notes at all in class (or record audio or video). Again, this includes in classes for which there are one or two prerequisite college level courses.math and critical thinkingThey lack math skills, reading comprehension. Many appear to be lacking basic scientific literacy directly out of high schools. Some are excellent, but some really struggle.Structure and properties of organic molecules. Metabolic pathways and energy metabolism. molecular biology and genetics.BSC 1010C and MicrobiologyStudents are not prepared for a colleg level course in Biology. They have poor math skills, porr cirtical thinking skills, and poor study habits. Many have no idea what an atom is or what its structure contains. They struggle with the idea of a cell and cell organelles, photosythesis and cell respiration are two of the hardest areas for them.Cellular Respiration and Photosynthesis and GeneticsStudy Skills, Reading the textbook, Seeking help when they lack comprehension. I can teach them the subject, but they lack the tools to be successful.Since I teach those courses that are probably considered "prior coursework" I don't run in to this problem in Fundamentals of Biology or General Biology.Math and basic study skills. Students coming from the high school environment are not prepared at all.Study skillsTests due to not enough study time. Having poor background from poor high school biology knowlege (Basics)Not having the basic knowledge from high school to work as a foundation.Time managementRespiration & Photosynthesis, Basic Chemistry as it relates to Biology.basic chemistry, math, reading skillsHome related personnel problems.Metricsbasic biologyCalculations, basic biological concepts, basic chemistry, basic genetics problems, problem solving versus memorization, English language vocabularycell respiration, chemical bonds, classificationCell biology, genetics and molecular biology concepts for upper division courses. Chemistry and

reading and writing skills in BSC2010 HonorsLimited knowledge of literature and key concepts.General math skills, being able to synthesize information (determine how things are similar/different)basic math skills as unit conversions, structure of an atom, balancing chemical equationsBasic math chemistry and biologyCore material learned at other institutions.too many to list...variableIntroductory Biology (BSC1010C), and Environmental Science BSC 1050study skills and critical thinkingLife sciences- metabolism and cell theory Chemistry- basic chemical principles (pH, dilution, measurement) Physical Sciences- relationship between earth, atmosphere, space, and water- math - chemistry - writingReadingBasic concepts like cell division and biologically important molecules.Math, critical thinking skillsStudents struggle with study skills, such as how to synthesize material and recognize examples not previously provided. Ideally, I would also like if students graduated high school with skills in creating and reading graphs, scientific writing, and differentiating between peer-reviewed journal articles and websites.MathsdfgsdfgNot enough of a background in basic chemistry and introductory biochemistry to deal with the chemical aspects of biology. Students get to MCB2010c and are completely unaware of the 4 major groups of macromolecules, and know nothing about metabolism. This severely limits our pace and progress in the Microbiology class because I have to spend a lot of time making up for a severe lack of understanding coming out of BSC1010c.Writing, study habits, researchMathematics and ChemistryChemical bonding, pH, cellular respiration, photosynthesisBasic, basic chemistryStudy Skills, Chemistry, Metabolism, Critical ThinkingBiology, they do not come prepared from high school for this class.Basic chemistry and math.Reading, comprehension, graphing, mathematics skills: Students are often missing the core skills necessary for a college science course.Math and basic study skills. They are extremely unprepared when leaving the high school environment.Math and reading comprehensionwriting, math (basic statistics/probabilities), and study/organization skills.College algebra (logarithms). Basic vocabulary and communication skills in writing, reading & speaking.Handling large blocks of material Basic math skills Communication skills(written and oral) ComprehensionTime management, attendance, participation.Math skills, organization skills, critical thinkingchemistry and mathEverything. If, by prior coursework, you include K-12, then my answer is 90-100%. I tracy entry level.cell physiology and functionsMath, vocabulary, complex concepts

Study techniques, note taking techniques and critical thinking skills.math, written communication, comprehension of reading material.vocabulary and conceptsMolecular Biology Consistency in Study habitsStudy habits, test taking skills, critical thinking, deductive reasoning, successfully applying material learnedLacking study skillsvocabulary and conceptsMolecular Biology Metabolism Consistency in studyStudy habits, ability to use deductive reasoning, critical thinking, connecting concepts, test takingIn Anatomy & Physiology, there is a general lack of General Biology knowledge. I understand that a brief review of GB concepts is necessary when the material has not been seen for a while, but too often (especially A&P2), students do not seem to have seen or understood the fundamentals before.Algebra, word problems. Can't handle large amounts of lecture material.writingMath skills, reading skills, and prior exposure to basic chemistryWritingWriting

Statistic ValueTotal Responses 79

16. Are you currently teaching BSC x010?# Answer Response %1 yes 57 72%2 No 22 28%

Total 79 100%

17. Are you currently teaching BSC x011?# Answer Response %1 yes 15 22%2 no 54 78%

Total 69 100%

18. Are you currently teaching BSC 2093C?# Answer Response %1 yes 19 28%2 no 50 72%

Total 69 100%

Statistic ValueMin Value 1Max Value 2Mean 1.72Variance 0.20Standard Deviation 0.45Total Responses 69

19. Are you currently teaching MCB 2010C?# Answer Response %1 yes 17 25%2 no 51 75%

Total 68 100%

20. For MCB 2010C, which of the following applies? http://tinyurl.com/nxtlhr5

# Answer Response %


2


2 12%

3


1 6%

6


1 6%



3 18%

Total 17 100%

21. Are you currently teaching BSC 2094C?# Answer Response %1 yes 11 16%2 no 56 84%

Total 67 100%

curriculumalignment.ucf.edu · web viewyes, i have heard about it but do not know any of the...

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