The Department of Biological Sciences offers general education, transfer and allied health courses that develop lifelong learning skills for comprehending the natural world and thinking critically regarding scientific information.
The Biology Department provides various offerings to meet the needs of a diverse student population. (a) General Education courses satisfy Butte College Associate degree requirements and/or GE criteria at transfer universities. Options include Introduction to Biology (BIOL 1), Introduction to Human Biology (BIOL 2), Ecology and Field Biology (BIOL 5), Survey of Human Systems (BIOL 10), Sustaining Life on Earth (BIOL 7), Current Issues in Biology (BIOL 9), and Honors Current Issues in Biology (BIOL 9H). (b) Biology Transfer Major courses; BIOL 41, 42, and 43, which parallel lower division core courses required for biology students at four-year institutions. They provide a foundation prior to specialization in upper division university work leading to a Bachelor's degree in biology or a related field. They also serve students who plan for advanced degrees in medicine, dentistry, veterinary medicine, pharmacy or research biology. (c) Allied Health courses in Human Anatomy (BIOL 20), Human Physiology (BIOL 21) , Introduction to Microbiology (BIOL 15), and Anatomical Preparations (BIOL 30) prepare students for vocational programs and careers in nursing, respiratory therapy, paramedic, kinesiology, physical therapy, dental technician, chiropractic and others. The emphasis is on applied biological knowledge as it relates to fields of human health. During the 2018-19 academic year, the Biology Department had maximum enrollments in ~70% of course sections at Census, with most fill rates near 100% in many courses. Demand for biology classes is still high , but we have been reducing sections due to the current downturn in enrollment mirrored across campus. Two of the allied health offerings, Human Anatomy and Microbiology, continue to have large waitlists. Additionally, students are still being placed on the BIOL 15 master wait list each year because they were not able to add the course. Even with relatively low section caps dictated by lab room constraints (24-26), department efficiency is very good with an FTES/FTEF ratio over 31 for 2018-19. In 2018-19 our department contributed nearly 5% of the district FTES. Also, despite the academic rigor required in Biology Major and Allied Health coursework, student retention and success rates hover around 88% and 73%, respectively. The Biology Department occupies a major portion of the Life Science building, utilizing a large lecture hall, one small classroom and four laboratory rooms (3 exclusively, 1 shared with Agriculture). We also operate a bustling central stockroom and lab preparation area as well as a very small study-computer-tutor room equipped with models and other resource materials. During the 2018-19 academic year the Department staff consisted of 12 full-time instructors, 4 associate faculty, two senior lab technicians and several student lab assistants. Most full-time faculty have extended workloads as they design, manage and coordinate lab activities and materials in one or more courses. Often, this involves large courses with multiple lab sections and associate faculty instructors.
Funded 2nd Projector/screen/hardware for Glenn Center and 2nd projector and screen for LS 107
Update rooms for effective content delivery.
Office computers for 3 faculty
Replace aging computers for faculty.
Fall 2019 Outcomes:
BIOL 1 SLOs A (scientific method), C (photosynthesis and cellular respiration), E (3 domains) and I (ecological principles) were discussed.
GELO 2 (explain well-established fundamental biological phenomena) was discussed.
ILO: Engage Collaboratively and Communicate Competently were discussed
Strategies:
Instructors can take students outside of the classroom to connect SLOs with daily observations (observing the leaves changing color).
Melody has changed the way she teaches the scientific method. She now uses a lecture on the development of the Theory of Functional Localization as an example of the scientific method and provides examples of observations, inductive and deductive reasoning, correlative and causative evidence to discuss the steps, reasoning, and types of evidence used in the process of science.
Lab activities allow students to Engage Collaboratively (ILO).
Writing assignments allow students to practice the ILO Communicate Competently. Melody continues to modify the “mandatory term paper”. Melody has replaced one large paper with two shorter assignments that emphasize finding credible sources, explaining biological concepts in the students’ own words, and the proper citation of resources. Melody found students relied heavily on direct quotes the first time she assigned a term paper, so her writing assignments clearly require no direct quotes so that students practice explaining biological concepts in their own words. Having students submit two smaller writing assignments has allowed students to learn from feedback early in the semester and has resulted better evaluation of online sources and better in-text citations during the second assignment.
Resources needed:
New labs are being written to emphasize SLO A (scientific method) and SLO I (ecological principles) throughout the semester. The emphasis of ecological principles throughout the semester will allow students to apply their understanding of SLO C (photosynthesis and cellular respiration).
A new lab is being written that will allow students to compare and contrast all 3 domains (SLO E).
New animal models and skeletons would allow better observations of the diversity of animals (SLO F) and modification with descent (SLO G).
Instructors present at discussion want to emphasize the biogeochemical cycle of carbon and the flow of information in cells (including how variation arises) to meet GELO2 (explain well-established fundamental biological phenomena).
The new lab manual should provide several opportunities for observation and discussion of the biogeochemical cycle of carbon.
New models of chromosomes are needed that allow students to manipulate them to demonstrate crossing over and independent assortment to allow participatory learning of how variation arises and is passed on.
A new incubator for use by BIOL 1 will allow students to complete a transformation experiment that will demonstrate how changing the genotype of a cell can change its phenotype (flow of information in cells)
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Course Success 2018-2019 |
Performance |
College Standard |
College Goal 2021-22 |
Program Data |
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Overall |
74% |
70% |
75% |
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Transfer/GE |
74% |
70% |
75% |
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Degrees |
1130 |
1000 |
1340 |
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The following are examples of how the Biology Department supports Strategic Direction and Priorities of Butte College.
1. Meeting Student Achievement goals:
The Biology department faculty make it a priority to advise our students in both transfer pathways and potential careers. We advise students on prerequistes, help plan the order of classes to take, along with providing advice on developmental coursework. As a connection to the K-12 community, we have local and regional high schools visit our department for Human Anatomy tours, AAUW, as well as providing judges for the Chico Science Fair. We are also involved with OER, and FLP (collaboration with Chico State). We support college connection students, routinely having these students in our classes. We monitor student progress through course and program level SLO's. Prerequisites for courses are periodically reviewed to align them with similiar courses in the state; this was last completed in Fall 2015. To maximize student contact with the Biology Department, we added more online courses to our schedule (BIOL 2, BIOL 9, BIOL 9H), as well as increased the number of sections offered at the Glenn Center and during the summer on main campus. We now have full time support at Glenn Center thanks to a district supported hire. As support for Facilities, Department members are currently providing feedback on the new Science Building.
2. Closing of Equity Gaps :
The Biology Department consistanly engages students through student clubs (eg. Friends of the Refuge, Symbiotic Solutions, Pre-Health Club), faculty/student projects (eg. BWELL), as well as department activities (eg. hikes and picnics). We encourage students to participate in tutoring, supplemental instruction, and working in our Biology Stockroom. Supporting Faculty success comes in the form of sharing professional development opportunities (eg. ISW, On Course, Associate Faculty Conference), discussion of course and progam level SLO's, and development of Department specific workshops. Supporting collaboration comes in the form of college committee participation (eg. Land Use, Curriculum, Diveristy, ATC, Faclities Master Planning, Equivalency, Distance Ed), participation and facilitation of professional development workshops (Great Teachers, ISW, On Course), along with a focus on complience with accreditation standards through department- and course-specific meetings.
3. Improving Processes for Data and reporting and Internal Communications:
The Biology Department uses information from Course and Program Level SLO assessements to inform a culture of continuous improvement in our courses. The department meets regularly to maximize communications. We strive to have faculty on committees across campus to further enhance communication on a community level.
4. Meeting Enrollment Targets:
Through the addition of online courses, as well as the additon of course sections at our satellite campuses, along with offering night classes, the Biology Department is increasing access to our courses, therefore increasing support for student learning. Tutoring, Supplement Instruction, student clubs, and department activities further support student learning. We have added additional Full-time faculty which will increase the contact students have with instructors. We also hold classes on Fridays, which most of the campus does not, to further increase student success.
5. Fostering a Culture of Inclusiveness:
The Biology Department has a diverse group of faculty and staff. We rountinely have department gatherings to foster a collaborative department environment. We also hold department meetings where both full-time and part-time faculty are encouraged to attend.
*A new science building has been funded via a bond
*Collaboration with these departments, as well as facilities is ongoing
* Dr. Matiasek has updated our department website
*The college does not support a 5-day work week. Biology on the other hand has a 5-day work week, even though student services are drastically reduced throughout the campus.
*Our new majors course sequence was implemented in Fall of 2019
*This is being explored by faculty
*This is constantly an item at union meetings
*We are struggling in this area, but district support for more full time faculty is greatly appreciated and will make up for the lack of qualified associate faculty in the geographic region
*The department is in support with guided pathways.
*The district/counseling does not support discipline specific counselors
This next year the department will:
1. Focus on curriculum review for all courses, including development of up to date lab manuals for our introductory and majors biology courses.
2. Explore changing the units/hours for Microbiology and how this may allow for increased offerings.
3. Adoption, creation, and curation of OER options for our students.
4. Be involved with the new science building planning.
Strategy 1 - Maximize Resources to Support Student Learning
To support student learning the Biology Department needs to obtain new equipment as well as upgrade older equipment.
Obtaining and/or upgrading new or older resources will help instructors provide a safer and better learning environment, which will help students succeed in our classrooms. Hands-on learning is particularly integral to our labs, and having enough equipment/tools for students to access during lab makes for a richer learning experience. Our students should also have access to modern equipment so that they are familiar with what is being used in other Biology courses and research laboratories at major institutions as well as relevant equipment used in the field of Biology. This will undoubtedly help improve the academic success of our students.
Strategy 2 - Use Data-Informed Processes for Continuous Improvement
The Biology Department will continue assessing and analyzing learning success rates using Program Level and Course Level Student Learning Objectives. Input on the science building design will allow the department to effectively plan for future growth, and maintenance of our courses and programs. The department will review curriculum in all of our courses and reflect on potential changes to increase student success and retention.
Closing the loop on course level and program level assessments are needed for maximum student success. Reviewing and updating curriculum will be an opportunity to be mindfull in regards to equity and inclusiveness in our classrooms.
Strategy 3 - Supporting Student, Faculty, and Staff Success
The Biology Department will focus on supporting student, faculty, and staff success. Maintaining life-cycle computer replacement for faculty, as well as updated computers and associated software, appropriate number of lab computers, structurally sound and safe classrooms and labs, and teaching aides are required.
As we have increased the number of labor intensive labs (BIOL 15), created new labs (BIOL 10), and redesigned our Majors Sequence, the demand on Lab Technicians is immense, therefore an additional lab tech is needed to maintain the level of support and success our stockroom has provided in the past.
The Biology Department strives to focus on academic achievement in our courses. Having adequate equipment, as well as a comfortable learning environment, is imperative to achieve student success. Most importantly, a new science building complete with sufficient classroom and laboratory space as well as space for student research projects is absolutely critical for the future health of this department, and ultimately maximizing academic achievements for our students.
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1. General Apportionment: $40,025 (includes supplies, travel, repairs)
Over the past 10 years, the Biology Department budget has not seen any increases in its general budget. Over this same period, we have had several significant changes to our financial needs as shown in the following list.
Considering all the above areas of growth and increased financial burdens, the department budget has seen no increases. In order to fund our program, we have been relying on "one time" budget augmentations to bring us out of the red each spring the last 4 years. The timing of each augmentation (spring) does not allow for effective planning and use of funds. Also, the lack of a guaranteed augmentation puts a lot of stress on the faculty and staff during the fall semester due to the uncertain nature of being able to fund our curriculum as scheduled. This past semester, in order to work with the district allotted budget, we had to cut activities and curriculum mid-term during the fall semester and cut additional activities and curriculum to the spring schedule. Specifically, we are having to turn hands-on laboratory activities into demonstrations and having students work in larger groups with less hands-on experience. The last-minute nature of these budget cuts has put additional burdens on the faculty, bookstore and print shop who had to make last minute changes to lab manuals for the spring semester. This has had a negative effect on the quality of the student learning experience and the morale of faculty and staff in our department. The department needs a budget increase that can sustain our current and forecasted needs. To support our current course offerings for 2019-2020, we would need a $12,000 budget increase on top of our general apportionment of $40,025 for a grand total of $52,025; by 2021-2022 we will need a $17,000 budget increase over our current budget bringing the total to $57,025 at that point in the very near future.
| Original Priority | Program, Unit, Area | Resource Type | Account Number | Object Code | One Time Augment | Ongoing Augment |
| Description | Supporting Rationale | Potential Alternative Funding Sources | Prioritization Criteria | |||
| 1 | Biological Sciences | Equipment | 11.000.620.1.040100 | 56411 | $24,000.00 | $0.00 |
| Lab laptops (14) and charging cart | Necessary so simultaneous labs can utilize data collection software/hardware. |
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| 2 | Biological Sciences | Personnel | 11.000.620.1040100 | $0.00 | $22,500.00 | |
| Lab Tech I - 50% | Necessary to support recently added lab sections (BIOL 10, an additional BIOL 15 lab) and to continue to support current labs, as well as supporting BIOL 41 each semester (compared to once a year) which began in Fall 2019. If we are to maintain this level, and have any possibility of maintaining the current number of labs with a decreased amount of Student Assistant help, another lab tech is needed. This will help eliminate the challenges of turnover, training, and ever increasing minimum wage. |
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| 3 | Biological Sciences | Equipment | 11.000.620.1.040100 | $10,000.00 | $0.00 | |
| 2nd Projector and Screen for LS 106 | Having the ability to project images on two screens simultaneously will cultivate a more interactive lecture delivery in this room. The upgrade to 2 projectors in LS 120 has been very well received by faculty and students, and we would like to incorporate this lecture delivery option to LS106. |
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| 4 | Biological Sciences | $4,000.00 | $0.00 | |||
| 100x Replacement Objective Lens for Microbiology | We need replacement 100x oil immersion objective lens (6) for Microbiology. |
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| 5 | Biological Sciences | Personnel | 11.000.620.1.40100 | 52468 | $0.00 | $6,000.00 |
| Student Assistant funds increase | In order to maintain the ability to prepare materials/media for labs, funding for student assistants to help stockroom staff is needed. To maintain FTES and student success in our lab courses, we need funding to support our lab preparations. Due to reductions in Federal Work Study as well as minimum wage increases, we are vastly underfunded. |
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| 6 | Biological Sciences | Equipment | $1,500.00 | $0.00 | ||
| Microscope repair for Microscopes | Multiple microscopes need to be repaired for use in our Microbiology labs. |
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| 7 | Biological Sciences | Equipment | $2,100.00 | $0.00 | ||
| Office computer replacement for Suzanne Wakim | Replace aging faculty office computer for Suzanne Wakim |
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| 8 | Biological Sciences | Equipment | $5,500.00 | $0.00 | ||
| Dissecting Scopes (5) | A complete set of dissecting scopes will allow all students in BIOL 42 to use a scope during lab. |
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| 9 | Biological Sciences | 11.000.620.1.040100 | $0.00 | $8,000.00 | ||
| Travel Money for Conferences | Travel funds for faculty to attend conferences and workshops are needed to promote faculty professional development |
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| 10 | Biological Sciences | $1,400.00 | $0.00 | |||
| Flow Cytometry Cassettes | This purchase will help us to train students on current state-of-the-art cell counting techniques. These will be used for multiple BIOL 15 lab sections. |
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| 11 | Biological Sciences | Equipment | 11.000.620.1.040100 | $67,000.00 | $0.00 | |
| CO2 Plant Growth Chamber | A CO2 plant growth chamber will allow students to examine the impact of CO2 and other variables on seed germination and plant growth. This equipment will be useful for BIOL 41, 42, 43, 5 and BIOL 1. |
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| 12 | Biological Sciences | Equipment | 11.000.620.1.040100 | $60,000.00 | $0.00 | |
| CO2 Incubator | This piece of equipment can be utilized in both Microbiology and Cell and Molecular biology. With this students will be able to get hands on experience and knowledge of microorganisms which prosper in a CO2 rich environment. |
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| 13 | Biology | Equipment | 11.000.620.1.040100 | $44,000.00 | $0.00 | |
| Equipment needed to outfit additonal Microbiology Lab in New Science Building | These materials are needed to outfit another Microbiology teaching lab. agar plate racks Anaerobic jars biohazard waste bins BOD bottles (case 24) bunsen burner Candle jars Commerical slides of specimens depression slides (12 pack) electrophoresis power supply gel electrophoresis box glass pipettes (1 mL pack of 50) glass pipette canisters glass pipette soaking container hemocytometers hot plates inoculation loop/needle microcentrifuge tube racks (5 pack) micropipettes (1000, 200, 20, 2 uL) mini centrifuge PCR tube rack (12 pack) pipette racks rotating stages spreaders Stage micrometers dropper (Stain) bottles (case 48) amber dropper bottles (12 pack) stain trays and racks Test tube racks Test tubes (72 pack) UV light Vernier DO probe Vernier Labquest Vortex 500 mL wash bottles (pack of 6) water bath incubators (20L) |
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| 14 | Biological Sciences | Operating Expenses | $1,000.00 | $0.00 | ||
| Organismal models, specimens, and prepared slides for BIOL 1 labs | The Introduction to Biology course (BIOL 1) has a new lab manual in creation. These materials are needed to support multiple labs. |
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| 15 | Biological Sciences | Personnel | $22,500.00 | $0.00 | ||
| Paid position to support the Glenn Center CAS. | Currently the Glenn students do not have access to support in the CAS room. Currently it is open 3 hrs/week. There is a huge equity disparity between Main Campus resources and those available at Glenn Center |
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| 16 | Biological Sciences | Equipment | $7,800.00 | $0.00 | ||
| iWorx exercise physiology teaching add on set | This equipment is needed to offer up to date, relevant lab activities which will address learning objectives targeting critical thinking and scientific method. |
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| 17 | Biological Sciences | Equipment | $900.00 | $0.00 | ||
| Agar Racks | Agar racks are needed to support multiple Microbiology labs |
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| 18 | Biological Sciences | Equipment | $2,700.00 | $0.00 | ||
| Document Camera LS 118 | The current Document Camera is failing. |
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| 19 | Biological Sciences | Personnel | $10,200.00 | $0.00 | ||
| Paid postion to support the maintenance on the wildlife refuge year -round | Currently the college does not have year-round paid support for the wildlife refuge for maintaining trails, fire prevention and improving accessibility for our students. |
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| 20 | Biological Sciences | Personnel | $0.00 | $114,000.00 | ||
| 1 Full Time Faculty Member | In order to maximize FTES generation, and address continued demand for Human Biology/Human Anatomy courses, we need to hire another faculty member |
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| 21 | Biological Sciences | Equipment | $2,100.00 | $0.00 | ||
| 1 Computer for future Full Time Faculty Hire | New Faculty to be hired in Spring 2021 will need a new computer in their office. |
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| 22 | Biological Sciences | Equipment | $15,000.00 | $0.00 | ||
| 1 Set of Office Furniture for New Faculty | 1 Set of Office Furniture for future Faculty to be hired in Spring 2021 |
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| 23 | Biological Sciences | Facilities | $450.00 | $0.00 | ||
| Waxing faculty offices in Life Science Building | Waxing offices on an annual basis is needed for a safe and clean workspace. |
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| 24 | Biological Sciences | Operating Expenses | $3,000.00 | $0.00 | ||
| Anatomy Models for Glenn Center | Glenn center needs more models for anatomy labs which are now permanently scheduled there each term in order to increase student access and student success. |
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| 25 | Biological Sciences | Equipment | $112.00 | $0.00 | ||
| Zipgrade Software licences | Zipgrade is a full featured scantron grading software that works with a smart phone. We need this software to better assess student learning and more efficiently provide feedback on exams. This is much cheaper and yet provides many more features to students and faculty than managing the existing scantron system. Annual license for our department would cost $112 per year. |
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