Transcript ICBE - University of Wisconsin–Madison

ICBE Advisory Committee Meeting
March 28 2006
ICBE Advisory Committee
March 28 2006
Agenda
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1. Brief history of the creation of ICBE
2. Oversight of ICBE
3. The functions of ICBE
4. ICBE reports
5. Wisconsin Institute for Discovery
The creation of ICBE
• Hearn Committee Report
• Creating the pieces
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BAC Major
1950s
Biocore
1960s
Molecular Biology Major
CBE
1980s
151/2 becomes an interdepartmental course ($100 k input from CALS)
1990s
Biological Sciences Advisor
Biology Major
1999
• Roberts Committee (Biological Sciences Strategic Planning)
• Susman Committee to study implementation
– “Our committee proposes the creation of (an) umbrella
administrative structure”
Susman Committee view of reporting lines in 2003
Institute for
Cross-college
Biology Education
Provost
ICBE
Tom Sharkey
Director
CBE
Majors
Courses
Advising
Outreach to K-12
and Public
Biological Aspects
of Conservation
Stanley Dodson
Biology 151/2
Edgar Spalding
Monica Turner
Biological Sciences
Advisor
Pat Henrikson
Majors advising
Sarah Kuba and
Mary Smith
Faculty and
Pre-Faculty
Development
Biology
Steve Ingham
Ken Sytsma
Biocore
Jeff Hardin
CALS Peer advisors
Sarah Kuba
L&S Peer mentor
program (possible)
Community-Building
Colleges, Disciplines,
and Institutions
Molecular Biology
Bill Bement
Ways of Knowing
Biology
Dave Nelson
LSAC Advising
Pat, Sarah, Mary
Resource Development
— Grants,
Labs, Technology
Biology Learning
Center (possible)
Institute for
Cross-college
Biology Education
Provost
Steering Committee
Jeff Hardin Chair
Advisory Committee
ICBE is an umbrella structure
ICBE
Tom Sharkey
Director
Degree-granting authority
remains in the colleges
Much administrative support
remains in departments
Associate Director
CBE Director
Dave Nelson
Jane Cramer
Assoc. Director
Majors
Faculty input into planning and
coordination catalyzed by ICBE
Courses
Advising
ICBE Oversight
• Steering Committee (Monthly meetings)
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Linda Graham, Botany
Jeff Hardin, Zoology (Chair)
Michelle Harris, Zoology
Donna McCarthy Beckett, Nursing
Gary Roberts, Bacteriology
Kevin Strang, Physiology
Dave Nelson, Biochemistry ex officio
• Advisory Committee (One to two meetings per year)
– 27 people (chairs of majors, courses, etc.)
– Meetings advertised widely to improve communication within
the biology community
• Most units within ICBE have oversight/executive
committees
Name
Unit Represented
Janet Batzli
Biocore
Bill Bement
ICBE Interdepartmental Majors
Janet Branchaw
Academic Staff (instructional
and administrative)
Richard Burgess
CBE Colleagues
Daryl Buss
VET
Glen Chambliss
Bacteriology
Michael Clayton
Academic Staff (instructional
and administrative)
Elizabeth Craig
Biochemistry
Advisory Committee
http://www.biology.wisc.edu/
Administrative_Information/
Advisory_Committee.asp
Raymond Kessel
CBE Colleagues
Katharyn May
Nursing
Jeanette Roberts
Pharmacy
Michael
Culbertson
Genetics
Stanley Dodson
ICBE Interdepartmental Majors
Gary Sandefur
L&S
Philip Farrell
MED
Theo Sanford
Undergraduate
Donna Fernandez
Botany
Edgar Spalding
Biology 151-152
Jo Handelsman
CBE Colleagues
Karen Steudel
Zoology
Jean Heitz
Academic Staff (instructional
and administrative)
James Stewart
CBE Colleagues
Ken Sytsma
ICBE Interdepartmental Majors
Monica Turner
Biology 151-152
David Hogg
CALS
Steve Ingham
ICBE Interdepartmental Majors
Sharon Kahn
Academic Staff (instructional
and administrative)
CBE
• The mission of the Center for Biology Education is to
mobilize and enhance the resources of the University
of Wisconsin-Madison to promote excellence in
biology education.
• Undergraduate Biology Education and Faculty
Enhancement Programs
• K-12 Biology Education and Outreach Programs
CBE External Funding
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HHMI Undergraduate Science Education Program
– Wisconsin Bioportal: A Plant to Broaden and Deepen the Early
Undergraduate Experience in Biology
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NSF REU SITE: Integrated Biological Sciences Summer Research
Program for Undergraduates (Janet Branchaw and David Baum)
NSF Summer Research Program for Undergraduates in Cell and
Molecular Biology (Janet Branchaw)
NSF Physical Models in Teaching Structure and Function of Biological
Macromolecules to Undergraduates and Graduate Students (Dave
Nelson)
2004 Beckman Scholars Program (Dave Nelson)
NIH Health Observances and Public Education (HOPE) Partnership
(Kevin Niemi)
NSF Helping Students Make Connections: Biology Cases That Link with
Chemistry and Math (Lillian Tong)
CBE, like several other programs on campus, can be a partner on NSF
grant proposals to ensure broader impacts of your research
Interdepartmental Majors
• Administrative support for Biological Aspects of
Conservation, Biology, and Molecular Biology
• Appoint and compensate Chairs
• Assist with assessment
• Collaborate and coordinate 10 year reviews
• DARS liason
• Each Major has a Chair and an Executive Committee
which determines policy
• Usually in need of new advisors - if you volunteer,
ICBE can help
Advising
• Biological Sciences Advisor (Pat Henrikson)
– Meets with parents and prospective students
– Advises students about biological sciences courses majors,
and careers
– Advises advisors in CCAS etc.
– Meets with other biology staff advisors
• Advising Office (Sarah Kuba and Mary Smith)
– Advising in interdepartmental majors
• Assist and support faculty advising in BAC, Biology, and
Molecular Biology
Advising
• Advising entering students
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SOAR, both L&S and CALS
Transfer students
Peer advising program (Sarah)
LSAC students interested in biology (Pat, Sarah, and Mary)
Possible peer mentoring program for L&S students
Biology Timetable entry
• Individual studies
– 699, 299 Directed Study
– 681/2, 691/2 Senior Thesis
• 150 Ways of Knowing Biology (For first year students)
– Original WOK Bio
– WOK Biology for Women in Science and Engineering
• Introductory biology course sequences
– 151/2, Introductory Biology
– 301-333 Biocore
– Departmental courses cross-listed for completeness
• 101/2 Animal Biology
• 130 General Botany
• Possible
– 399 Internships
– 680 Seminars
Interdepartmental Courses
• Introductory biology courses
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Biology 151/2 and the Biocore Program
Coordinate regular reviews
Appoint course chairs
Investigate barriers to cross-college teaching
• Scientists as lecturers, Credit follows the instructor, Undergraduate
teaching and the MAMA model
• Coordinate with Botany 130 and Zoology 101/2
• Current vision calls for all FTE issues to remain with existing
colleges
• Recruitment of instructors an issue
• What mix of staff and faculty lecturers is optimal?
• Should a lecture-only version of 151 be offered for Engineering
students?
• Issues from 151/2…
Introductory Biology
151 and 152
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a two-semester, 10-credit introductory
sequence for majors in the biological sciences
at the University of Wisconsin-Madison.
the largest introductory biology sequence on
campus serving almost 1000 students per
Student Learning Goals and Objectives
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To provide students with a solid
foundation in the fundamental concepts
and knowledge base of modern biology.
To help students develop the skills that are
integral to the process of science.
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This course provides a coherent framework
for understanding biology and prepares
students for upper-level courses.
We hope also to encourage in students an
Student Learning Goals and Objectives
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We will be reevaluating and revising a
more comprehensive set of learning goals
arrived at through a series of faculty-staff
meetings during the 2003-04 academic
year.
These learning goals will be designed to
reflect both process (e.g., what skills
should students develop?) and content
(what material should they master?)
Course Structure
Lectures introduce students to key concepts in biology
Introductory Biology 151
● cellular and molecular biology
● genetics/molecular genetics
● evolution and diversity
Introductory Biology 152
● plant anatomy and physiology
● animal physiology
● ecology
Discussion sections employ active and cooperative
learning techniques to help students learn how to
use the concepts presented in lecture.
Inquiry-based laboratories allow students to apply
the scientific method to design and execute
experiments to investigate open-ended questions.
Independent Projects provide in-depth research
experience
152 is one of the primary conduits for students
interested in doing undergraduate mentored research.
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In the 2004-5 academic year about 230 Bio 152 students
engaged in mentored research
Over the past 10 years more than 1400 Bio 152 students
have engaged in mentored research
Course Structure 2005-06
Academic Year
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Fall 05
3 sections of 151, 2 sections of 152
Spring 06
3 sections of 152, 2 sections of 151
Each section (200 to 220 students per section) is taught
and staffed by 3 faculty, one coordinator, and 5 TAs
operating as a unit.
Changing to four sections in Fall 06.
Organization of 151-152 Staff
CALS
Chair of
Zoology
Chair of
Botany
ICBE
L&S
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Instructional
Program manager
Sharon
Kahn
Monica Turner
Edgar Spalding
Jean
Heitz
Course co-chairs
Lead coordinator
5 TAs
Coordinators
Cindee
Giffen
Brian
Manske
Brian
Parks
Carlos
Peralta
5 TAs
5 TAs
5 TAs
5 TAs
Rebecca
Seabul
Instructional
Lab specialist
Roles of the Faculty
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Faculty teach 14 - 15 lectures (5 weeks) in Cellular
biology, Genetics/molecular biology, or Evolution &
Diversity (151); Plant physiology, Animal physiology, or
Ecology (152)
Plan discussion exercises with the coordinator and TAs
Set the exam
Attend at least 3 151-152 retreats per year to discuss
course-related issues and make decisions.
Two of the faculty serve as co-chairs of the course.
Course Review
• In spring of 2005, ICBE requested that 151-152 undergo
a full course review.
• The 151-152 faculty and staff did an amazing job of self
assessment, comparison, retrospection, introspection, and
projection resulting in a comprehensive, frank review
document.
• An external review committee reviewed the document
and interviewed the many key participants in the course to
arrive at a set of thoughtful, helpful recommendations.
• An all-course meeting was arranged to discuss the
recommendations and consider how to move forward with
their implementation.
Summary of Current Issues and Challenges
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Recruitment of 151-152 faculty
Recruitment of 151-152 leadership
Re-examination of:
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Specific learning goals
Role/structure of Discussion
Relationship of Lab to class
Evaluation of any implemented changes
Consistency v. Independence of sections
We welcome and will seek input from the broader
biology community.
Reports
• Report on the Growth of Undergraduate Biological Sciences
Courses and Majors at UW-Madison 1995-2004
– annual enrollment in laboratory-based introductory biology
courses has increased from 1314 to 2095 students per year,
an increase of more than 50% over the past decade
– in core biological science departments, graduations have
increased from 521 to 787 students between 1995 and 2004,
an increase exceeding 50%
1995
2004
Change
Large departments
281
331
+50
Small departments
140
152
+12
Interdepartmental
100
304
+204
Medical
427
178
-249
http://www.biology.wisc.edu/images/Growth_of_Bio_Courses_and_Majors.pdf
Reports
Grades
• Report on Grading in Interdepartmental Biology Courses
– Taking Biocore will not hurt a
student’s GPA
– The overall average of grades given
in Biology 152 is 3.12
– There has been a upward trend in
ACT scores of entering students
and this has been matched by an
upward trend in grades
3.8
3.6
3.4
3.2
3.0
2.8
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ACT Score
Grades as a function of ACT score
Average grades are plotted as a function of student ACT score for
Spring
152 (cyan circle),
Fall 152 (blue square), and Biocore
Linear
Regression
for Gradesall_B:
triangle). The 1999 university-wide data are shown in gray.
Y =orange
A
+
B
*X
The slope is highly significant and is 0.085.
Parameter
Value Error
http://www.biology.wisc.edu/images/Grading_in_Bio_Courses.pdf
Ways that interdepartmental efforts are
reported
• Credit follows the instructor
• WOK Biology report to deans
• ICBE year-end report will include
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Teaching in interdepartmental courses
Advising in interdepartmental majors
Executive Committee memberships
Oversight positions (Chairs of majors, extraordinary duties
in courses etc.)
Wisconsin Institute for Discovery
• First phase by non-state money
• Role of biology education in subsequent phases needs
to be worked out
– Report by Rick Moss on Biostar IV no longer the guiding
document
– Need to consolidate introductory biology teaching to achieve
economy of scale
• 101/2, 130, 151/2, Biocore program
• Offices of ICBE
– Biology Learning Center
– Need for organic chemistry teaching lab space