1. The NCAT Project Indiana University of Pennsylvania Department of Biology David H. Pistole, W. Barkley Butler, Carl S. Luciano, Sandra J. Newell, Cheryl Samuels, Nick Kolb, Bill Balint, Rick McFerron, Susan Boser, John S. Eck Consultant: Elizabeth Connor

2. Principles of Biology I First semester of two-semester sequence for Biology majors (B.S., B.A., Biology Education, Pre-Professional, Environmental Health Sciences) First semester of two-semester sequence for Biology majors (B.S., B.A., Biology Education, Pre-Professional, Environmental Health Sciences) Required course for other science majors Required course for other science majors Implemented in mid-1990s Implemented in mid-1990s Approximately 200 students per year Approximately 200 students per year

3. About the Course Foundations course Foundations course How to do science How to do science Lead-in for undergraduate research, internships, etc. Lead-in for undergraduate research, internships, etc. Emphasis on active learning and higher level thinking Emphasis on active learning and higher level thinking

4. SAT and Course Performance How do we redesign Principles of Biology to meet our current students level of preparation while maintaining our original vision for the course?

5. Choice of Redesign Model Statewide faculty collective bargaining agreement Statewide faculty collective bargaining agreement Reduction in class time in Fall, 2007 Reduction in class time in Fall, 2007 Need to shift learning experiences outside traditional lecture Need to shift learning experiences outside traditional lecture Choice of Supplemental Model Choice of Supplemental Model

6. Redesign Changes Out of class, technology-based activities and on- line quizzes Out of class, technology-based activities and on- line quizzes More active learning environment with interactive, in class questions (clicker system) and discussions More active learning environment with interactive, in class questions (clicker system) and discussions Smaller learning increments, more rapid reinforcement Smaller learning increments, more rapid reinforcement Stepping stones Stepping stones

7. Results: General Comparison 2007 Course Type Average Exam Grade (%) DFW (%) Traditional58 43 (9% W) Redesigned62 46 (17% W)

8. Results: Exam Grades 2007

9. Pilot Project Cost Savings TraditionalRedesigned Total Course Cost ($) 36,65238,346 # Students Enrolled 6778 Cost/Student ($) 547491 Savings/Student ($) 0 56 (10%)

10. Pilot Project: Conclusions Students in the redesigned course performed as well as students in the traditional course. Students in the redesigned course performed as well as students in the traditional course. The cost/student for the 78 students in the redesigned course was about 90% of that for the 67 students in the traditional course. The cost/student for the 78 students in the redesigned course was about 90% of that for the 67 students in the traditional course. Pilot Project: Issues and Obstacles Technology implementation-computers and clickers Technology implementation-computers and clickers Administrative personnel changes Administrative personnel changes Volume of work during the semester Volume of work during the semester