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 2019-20 academic year, the Biology Department had maximum enrollments in ~80% 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 2019-20. In 2019-20 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 90% and 80%, respectively (Note: Spring 2020 retention and success were considerably higher than typical spring terms, and this is attributed to COVID-19 affecting halfway through the term). 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 2019-20 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.
1. Creation of new lab activities in GE in Introduction to Biology, with an emphasis of observations outside of the classroom, and a focus on development of writing skills. Resources needed are new/updated models/materials and equipment.
2. Continued and additional support of students and their access to content while in the online modality.
See SLO Reports for details.
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Item |
2015-16 Performance |
College Standard |
College Six-Year Goal |
Program Data |
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Course Success (Fall) |
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Overall |
72.1% |
70% |
74% |
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Transfer/GE |
72.9% |
70% |
74% |
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Degrees |
1541 |
1150 |
1600 |
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The following are examples of how the Biology Department supports Strategic Direction and Priorities of Butte College.
1. Enhancing a Culture of Completion and Academic Achievement:
The Biology department faculty make it a priority to advise our students in both transfer pathways and potential careers. We advise students on prerequisites, 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 similar 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. Supporting Student, Faculty and Staff Success:
The Biology Department consistently engages students through student clubs (e.g., Friends of the Refuge, Symbiotic Solutions, Pre-Health Club), faculty/student projects (eg. BWELL), as well as department activities (e.g., 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 (e.g., 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 (e.g., 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. Using Data Informed Processes for Continuous Improvement:
The Biology Department uses information from Course and Program Level SLO assessments to inform a culture of continuous improvement in our courses.
4. Maximizing Resources to Support Student Learning:
Through the addition of online courses, as well as the addition 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. Modeling Sustainability:
Educationally the Biology Department supports sustainability through our course offering of BIOL 7, which is part of the Sustainability Certificate. Outside of the classroom the participation in the BWELL project exemplifies our commitment to sustainability. In the Life Science building we now have water bottle filling stations to model sustainability. Multiple faculty members bike to work periodically to reduce our carbon footprint, demonstrating the culture of sustainability in the Biology department. Majority of the faculty members have a substantial online component on Blackboard to encourage student-to-student interactions, facilitate learning outside the classroom all while minimizing the use of paper.
6. Enhancing a Culture of Inclusiveness:
The Biology Department has a diverse group of faculty and staff. We routinely 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
1. Increase hybrid and fully online offerings in biology.
2. Explore developing a small subset of BIOL 1 (Introduction to Biology) sections each year in the fully online modality.
3. Continue to provide feedback regarding biology needs in the Bond approved Science Building.
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, BIOL 1, BIOL 41, BIOL 42, BIOL 43), 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 5 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 needed 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.