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RCN -UBE Incubator: NIBLSE Assessment Panel

RCN -UBE Incubator: NIBLSE Assessment Panel. Eric Triplett, facilitator, University of Florida Jennifer Drew, University of Florida Sarah Elgin, Washington University, St. Louis Srebrenka Robic , Agnes Scott College, Atlanta Melissa Sayres , University of California, Berkeley

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RCN -UBE Incubator: NIBLSE Assessment Panel

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  1. RCN-UBE Incubator: NIBLSEAssessment Panel Eric Triplett, facilitator, University of Florida Jennifer Drew, University of Florida Sarah Elgin, Washington University, St. Louis SrebrenkaRobic, Agnes Scott College, Atlanta Melissa Sayres, University of California, Berkeley Caroline St. Clair, North Central College, Illinois

  2. Course and Project Assessment Assessment of two NSF DUE projects: 1. DUE 0920151, Sequencing Gators: Building a Genome Science Curriculum at the University of Florida and Beyond. 2. DUE 1161177 A STEP up for the life sciences: Strengthening a research university/minority-serving community college partnership Assessing curriculum additions and a new distance learning program.

  3. Distance Education BS in MCS Minor in Bioinformatics Sequencing Gators project is focused on improving education through integrating genomics/bioinformatics throughout curriculum Bacterial Genome Sequencing & Analysis Introduction to Bioinformatics Five new genomics courses 3 courses are entirely online 1 course is a hybrid “flipped” course New campus-wide bioinformatics minor Expanded reach to other student populations - New online genetics/genomics course for nursing majors Professional development and broader impacts: experience with online instruction led to the a 2+2 B.S. degree offered online in Microbiology &Cell Science. Dissemination: Seven publications (research and STEM ed) Multiple conference presentations Programming for Biologists Microbial Genomics Modules Exploring Your Genome Distance Education BS in MCS Distance Education BS in MCS Distance Education BS in MCS Minor in Bioinformatics

  4. Significant CCLI/TUES Accomplishments: • Integration of genomics throughout undergraduate curriculum • Five new genomics courses developed • -3 courses are entirely online • -1 course is a hybrid “flipped” course • Curriculum changes led to a new campus-wide bioinformatics minor • A new online genetics/genomics course for nursing students added to curriculum • Curriculum improvements also familiarized the faculty with online course delivery and now all departmental lecture courses for majors are offered online • Online instruction led to the a 2+2 B.S. degree offered online in Microbiology &Cell Science. Assessment Strategy Pre- then post-test design using online-delivered survey questionnaires. Students completing these courses showed positive outcomes: Knowledge and interest levels increased. Course demographics. IRB approval. Course Assessment Online course has broad impact with large percentage of underrepresented students (minority students and women) Results represent 3 semesters of data. Students demonstrated learning gains (p < 0.05) for each individual question as well as the average score. Online course has broad impact with large percentage of underrepresented students (minority students and women)

  5. Testing the model of a new type of 2 + 2 STEM program: students earn their AA from a local community college and then transfer into the Distance Education Microbiology & Cell Science B.S. program at UF Assessment Strategy includes: Demographics Outcomes (GPA, retention rate) Longterm tracking Data collected from: students Institutional Research Registrar Departmental records IRB approval Transfer GPAs Left: On campus Right: DE STEP Up Partnership is a project to increase diversity and number of B.S. in life science. Freshmen On campus transfers Distance ed transfers DE transfers in online program have higher retention, greater diversity, and higher GPAs than on campus transfers.

  6. Our next challenge: improve integration of genomics/bioinformatics into DE Assessment shows that DE is working well. Assessment shows that our new courses are effective. Now we need to offer all bioinformatics and genomics courses to our distance students (only courses not offered by distance in our major). First step: a 2-credit bioinformatics course being developed for distance delivery.

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