David Gray - Supplements ()

Evolution Evolving: Flipping Biology 322 (Evolution) to Increase Student Learning.
Dr. David A. Gray, CSUN Biology
Project Objectives: Enhance student learning in a majors core biology course by implementation of a flipped course model.
Project Description: In Spring 2014, I completely redesigned my biology 322 course. I (i) used a new text, (ii) used Moodle for the
first time, (iii) had large portions of lecture material online, (iv) used iPads for teaching and learning, (v) had students complete four
additional major assignments (3 written laboratory data-based simulation experiments and a student made video using Explain
Everything to explain a significant course topic), and (vi) had a required Peer-Learning Facilitator (PLF) section with additional
weekly online and in person review sections and problem solving tutorials.
Procedures for measuring project objectives: Two methods of direct assessment were employed: (1) analysis of grades achieved
by students as a function of PLF participation, (2) analysis of student scores on standardized biology department assessment
questions developed for this course, and comparison of those scores with the scores of students who took the same class with me
prior to re-design. Additionally, indirect assessment of student opinion regarding the course was done informally by myself, and
formally by the standardized CSUN student evaluations of course and instructor.
Project Results:
Indirect assessments.
Students did not like the new text; neither did I. It was selected because it runs on iPad without Flash, however it did not
run seamlessly and some students had trouble viewing materials. I thought the text had anomalous organization.
Some students did not feel that the required iPads contributed much to the course [despite in-class use of iPads for
quizzes, all exams, and video assignment].
Students ranked the course and my presentation of the materials very highly (4.7 of 5 for both the “would recommend this
instructor to other students” and the “Overall, the instructor is” evaluation questions.
Students really love lecture capture.
On the confidential course evaluations, three students commented that they would prefer more lecturing (i.e. not flipped);
one student commented “He doesn’t lecture” without specifying whether that was good or bad; no students said anything
notably positive about the flipped model.
Direct assessments.
The spring 2014 students with the redesigned course averaged 6.1 of 10 (n = 107) on the assessment questions, which is
terrible, and no different from the summer 2013 students given the “traditional” course presentation, 6.2 of 10 (n = 44).
2) Students who attended PLF sections did better on the course material (25% of variation in entire class score (exclusive of
final exam and PLF score) can be explained by regression on PLF attendance), however performance on the final exam was
unrelated to PLF attendance (just under 5% of variation in Final exam score explained by regression on PLF attendance).
Conclusion? Diligence predicts PLF attendance and course score, with no direct effect of PLF on either course score or exam
score.
3) Grade distribution. The flipped model allowed a large number of small in class assignments/quizzes to help students
along, and these did seem to inflate the grades somewhat. The average grade was a B-, which is high for this course
historically, however the most notable thing about the overall grade distribution was that only 1 student of 112 failed the
course. This is unheard of, and very good news. Why this was so is unknown. Every student took every single exam, which
has never happened before, so perhaps the expense of iPads increased student commitment to the course and decreased
flakiness.
What I learned about student learning: I think that the 10 standardized assessment questions are really lousy measures of the
classroom experience and gains in student knowledge. Upon reflection, it is as though these 10 multiple choice questions reflect the
same traditional boring mindset that implements a traditional boring lecture course. I think the flipped model was great, and most
importantly it allowed time for four additional substantive assignments and lots of low stakes quizzes that served as concept
reinforcement and practice for exams. I am a big fan of the flipped model, and I think the 10 assessment questions are incapable of
capturing these kinds of improvements in the quality of the course.

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