Project Advance Biology: an Alternative to Advanced Placement Biology

Project Advance Biology: An Alternative to Advanced Placement Biology

SalvatoreTocci Downloaded from http://online.ucpress.edu/abt/article-pdf/44/5/286/39719/4447505.pdf by guest on 30 September 2021

FORTHE PAST 25 years,the AdvancedPlacement lege-level courses, identical in all important respects to (AP) Program has given high school students the op- those taught at Syracuse University, are offered in bi- portunity to undertake college-level work while in a ology, calculus, chemistry, English, psychology, religion, secondary environment. More than 1,000 colleges and and sociology. (The Project Advance biology program is universities grant credit and/or advanced placement to offered only in New York and New Jersey.) those who obtain a grade on the AP examination that is Having offered the AP biology course as part of our acceptable to the college. By offering college-level science curriculumfor five years, we examined the Syra- courses in 15 differentsubjects, the AP program has even cuse University program to determine if it provided any enabled some high school seniors to earn enough credits advantages compared to the AP course. Based on the to fulfill their freshman requirements for college. Con - informationwe obtained, we decided to switch to the Pro- sidering the rising cost of college tuition, this acceleration ject Advance biology course and have taught this pro- represents a significant savings, while giving the student gram for the past three years. The purpose of this article time for more advanced work or for taking electives. is to discuss the advantages it offers over the AP program Recently, another program that enables high school to both the teachers and students. seniors to take college courses for credit has been imple- mented; this is the Syracuse University Project Advance InstructionalMethods Program (Wilburand Chapman 1978). Since its incep- The primary benefit derives from the method of in- tion in six pilot high schools in 1973, the Project Advance struction. With seven class periods per week, little time program has grown so that it now serves over 4,000 was available for laboratory investigations in the AP students in nearly 90 schools located in New York, New course, especially in view of the fact that the syllabus Jersey, Michigan, and Massachusetts. Introductory col- had to be covered by the beginning of May. This target date was established since the AP examination in biology is administered in the middle of May. In order to cover Salvatore Tocci teaches chemistry and biology at East Hampton High School, East Hampton, New all the topics outlined in the AP course description, most York 11937. He is also adjunct instructorfor Syra- class time was spent lecturing to the students. Conversa- cuse University and supervises the Project Ad- tions with other teachers at AP conferences corroborated vance biology program at East Hampton described in this article. Tocci received his B.A. degree from that this was the primary instructionaltechnique. For the Comell University in 1965 and a Master of Philo- most part, those who conducted laboratoryexercises met sophy degree from the City University of New with their students for 10 class periods per week. York in 1982. He was a research assistant in tumor immunology at the Sloan-Kettering Insti- On the other hand, an audiovisual format is utilized in tute for Cancer Research from 1965 through 1967, and a research the Project Advance biology course (Drugerand Spector assistant at the Marine Biological Laboratories, Woods Hole, Massa- 1979). The course consists of 22 modules; each contains chusetts during the summer of 1970. Tocci has presented workshops and papers on individualized instruction and the use of computers in a variety of instructionalmaterials including cassettes, film biology curricula. His article on the BSCS yellow version appeared in loops, slides, laboratory exercises, and worksheets that ABT 43(33). He is a member of NABT, the National Science Teach- the students must complete. As opposed to a lecture ers Association, and the Science Teachers Association of New York State. Tocci was awarded first prize in this year's Science Teaching format, the variety of instructional materials made avail- Achievement Recognition competition sponsored by NSTA. able in Project Advance biology takes into account the

286 THE AMERICAN BIOLOGYTEACHER, VOLUME44, NO.5, MAY1982 Students follow an individualized, audio- tutorial approach to master the performance objectives. Downloaded from http://online.ucpress.edu/abt/article-pdf/44/5/286/39719/4447505.pdf by guest on 30 September 2021

differences in learning styles found in high school stu- ter. The remaining 30% depends upon tests, quizzes, dents (auditory, visual, and manipulative). Therefore, laboratory reports, and research papers which are de- the students have alternative resources to master a learn- veloped and graded by the high school teacher. Each ing objective. In addition, the method of instruction in semester, a final grade representing four credits is given. Project Advance biology is individualized so that each The students can send a transcriptto request transfer of student can progress at a rate commensurate with his or the credits to the college that they are planning to attend her abilities and motivational level. Although everyone the following year. The college's decision to grant credit must take the four major multiple-choice exams given recognizes the results of a year's work rather than the each semester at the same time, a student can proceed performance on one three -hour examination! within a flexible time schedule up to that point. Anyone who requires individual attention or clarification of the Teacher Involvement in Curriculum Planning materialcan obtain it from the teacher during class. Small The Project Advance high school teacher, who re- group discussions to present supplementary information ceives an appointment as adjunct instructor of Syracuse to those interested are also possible. University,is actively involved in developing a curriculum College Credit that will provide students with a superior course. Input is encouraged by the university to supplement the core Another advantage stems from the different ways in material contained in the 22 modules. Teachers are free which college credit is determined in the two programs. In to incorporate learning materials or special talents that AP biology, each college confers credit and/or placement they may have developed from experience. For example, on the basis of the grade the student receives on the AP we have recently introduced the use of computer- examination. The test consists of a 90-minute section assisted instruction in Project Advance biology (Tocci containing 125 objective questions and a 90-minute 1981). Computer programs have been developed that section consisting of 6 essay questions, 3 of which the stu- serve as laboratory simulations, as self-checks for the dent must answer. Both sections are given equal weight, students to determine their degree of mastery of the and the test is scored on a scale from 1 to 5 with 5 re- learning objectives, and as testing devices. In addition, presenting an extremely well-qualified grade (Kastrinos students who have taken a course in computer language and Erk 1974). A college's decision to confer credit, have written programs that analyze and plot the labora- therefore, depends upon the results of one three-hour tory data obtained by the rest of the class. examination; no consideration is given to the level of Regular communications maintain the university- performance that the student has achieved during the high school cooperative relationship. Every semester, the year. university biology professor who has developed the pro- In Project Advance biology, the students are enrolled gram and a Project Advance administratorvisit the high on a nonmatriculated basis at Syracuse University. Grad- schools to observe the course in operation. These visits ing is based upon a point system. The four majormultiple - enable the teachers and university staff to discuss mutual choice examinations, which are identical for all students, concerns, offer and receive suggestions for improve- constitute approximately 70% of the grade each semes- ments, and evaluate the status of the program. The stu-

PROJECT ADVANCE BIOLOGY 287 dents can ask questions concerning the logistics of trans- as qualified for the AP program. Anyone unlikely to re- ferring credits and can discuss difficulties that they may ceive at least a high school grade of 90 and to obtain at have encountered in dealing with specific colleges. Most least a 3 or higher on the AP examination would not be important, however, is the opportunity for the students recommended by the guidance department. This pro- to have a class taught by a universityprofessor. cedure is often followed as evidenced by the statement Each semester, all Project Advance high school teach- that 'in some schools AP courses are open to all students ers and the university staff attend a full-day seminar. with a C average or above, but more commonly a sys- This meeting provides us with the opportunity to discuss tematic selection process is used to ensure that students any problems or difficulties that we may have encoun- taking AP courses are not only intellectuallycapable, but tered in conducting one of the laboratory exercises or are highly motivated and possess mature work and study with the audio cassettes used for each module. Each habits" (Simpson 1974). However, in view of declining teacher is also asked to bring copies of an article, labora- enrollments, excising of staff, and reduced budgets, small tory investigation, or any other learning activity used classes intended for the top 5% of the seniors are no to supplement the core curriculum. This exchange of longer feasible in high schools with student enrollments resources and ideas is a valuable means to obtain of approximately 500. materials that others have used successfully in their Although the Project Advance course is obviously classes. In order to ensure that the Project Advance intended for those who have the maturity to achieve at Downloaded from http://online.ucpress.edu/abt/article-pdf/44/5/286/39719/4447505.pdf by guest on 30 September 2021 teachers are kept informed of recent advances in bi- a college level, it does not restrict itself as narrowly as ological research, the major part of the seminar is devoted does the AP program. An "average" student who is to a presentation given by a university biology staff mem- planning to attend college is more likely to take an ad- ber. An attempt is made to provide current information vanced course where the possibility of transferring on a different topic for each meeting; as a result, the credits or of receiving advanced placement depends speakers have included developmental biologists, cell upon a year's work rather than on the result of a single physiologists, and electron microscopists. Since one examination. Consequently, the Project Advance pro- seminar each year is held at Syracuse University, the gram has been well received by our students as evi- teachers have the opportunity to visit the laboratories to denced by an average enrollment of 25 over the past discuss the research work that is being conducted by the three years. Since the student population has steadily staff member. Resource materials are often provided so declined, this number represents approximately 15% of that the teachers can discuss this information with their the senior class. Students who have received a grade of students. "C" or above have been highly successful in being The AP teacher, on the other hand, receives only a granted credit and/or advanced placement by colleges. pamphlet containing descriptive material, a course out- Another benefit of the Project Advance course derives line, and sample AP examination questions. For many from the continuation of instruction until the end of the years, the teacher confronted the dilemma of preparing school year. As mentioned, the AP course must be com- students for the AP examination without knowing the pleted in the beginning of May to ensure that the students nature of one-half of the test since an entire objective are adequately prepared for the AP examination. After section had never been released. Repeated requests for taking the test, students develop a severe case of "senior- the opportunity to see a complete examination were itis" characterized by a total loss of interest and an atti- finally successful, and all 125 multiple-choice questions tude that for all practical purposes the course has been from one test were published (Kastrinosand Erk 1974). completed. In an attempt to motivate the students, The only purpose of several AP conferences attended different approaches were utilized. One year, a choice was to describe the examination, explain the grading pro - of research projects was provided to compensate for the cedure, and offer suggestions as to how to prepare stu- lack of more advanced laboratoryexperience that the AP dents for the test. No materialsto enrich the curriculumor students should have. These investigations included to provide teachers with information on recent advances chromosome mapping using Drosophila, a study of in biological research were ever distributed. microbialgenetics with bacteria and phages, and analyses of enzyme kinetics. Any appropriate research project developed and planned by a student was acceptable as Students Benefit From Course a substitution. The objective was to have the students begin the laboratory work shortly after the AP examina- When the AP biology course was offered at our tion and submit written reports by the last day of class. school, no more than 12 of the approximately 200 Another year, the class time beginning in mid-May was seniors were enrolled each year. This number was ac- spent between a study of recent advances in biological ceptable to the administration at the time since the AP research in such areas as genetic engineering and cancer, program was considered "elitist."Only those students and a discussion of bioethics and the relationship be- who had demonstrated the capability to assimilate col- tween technology and mankind. No teaching strategy lege-level work in a secondary environment were viewed was found to be successful with the students who felt that

288 THE AMERICAN BIOLOGY TEACHER, VOLUME44, NO.5, MAY1982 Computer-assisted instruction is utilized, especially as a self-check device for the students. Downloaded from http://online.ucpress.edu/abt/article-pdf/44/5/286/39719/4447505.pdf by guest on 30 September 2021

The fetal pig dissection occupies most of the class time startingin mid-May.

Peer teaching usually occurs when two students decide to listen to a cassette together.

PROJECT ADVANCE BIOLOGY 289 they had spent all of their energy by the time of the AP juniors, this change in admission policy has not pre- examination. sented any problem since the student can select physics The Project Advance course continues in full operation in the junior year. until the end of school, thus providing the students with The last concern can be the most troublesome for an academic challenge to reduce the chances of develop- both the teacher and student. Although 93% of the stu- ing "senioritis." In mid-May, when the seniors have dents receive recognition for their Project Advance usually become bored and unresponsive, the dissection of course work (Center for Instructional Development a fetal pig occupies most of the class time until the close 1978), there are several colleges that give credit and/or of school. The course concludes with a study of the placement only for the AP program. The administrative different organ systems in humans; after examining one staff at the Project Advance office is constantly attempting system with the use of their work sheets and other instruc- to persuade such colleges of the value of the program, tional materials, the students must then dissect the cor- pointing out that the biology course is the same as the responding organs in the fetal pig. Rather than losing one taught to over 1,000 undergraduates at Syracuse interest in the course at this point, the seniors become Universityand that the progress of the program is closely enthusiastic and even ask to take their pigs home to study monitored by the university.In the one case at our school for the laboratory practical that is given during the last where a student knew that the college would not accept week of school. Since the practical accounts for 10% of the Project Advance credits but did recognize the AP Downloaded from http://online.ucpress.edu/abt/article-pdf/44/5/286/39719/4447505.pdf by guest on 30 September 2021 the final grade for the second semester, the students re- program, she was advised to take the AP examination. cognize the importance of doing well since the accept- With little additional help so that all 22 modules were ance of credits by the college depends upon the transcript completed by mid-May, the student received a 5 on the record. AP examination and was granted credit and advanced placement by the college.

Problems Encountered Conclusion The experience that we have had with the Project Since the introductionof Project Advance biology into Advance course over the past three years has also re- our science curriculum,everyone involved has benefited. vealed that there are disadvantages in comparison to the The academic environment for the teacher is constantly AP program. However, we have found that these prob- being enhanced through the cooperative relationship lems can be remedied so that they do not impose any that exists between the high school and university per- obstacles in making this program as successful as possi- sonnel. Recognition is given by the community to the ble. Our first concern centered on the tuition that each administrationfor providing college-level courses. Most student is required to pay to the university;the cost is $26 important, however, is the fact that more students have per credit or $208 for the complete biology course. The received the chance to earn college credits and/or ad- money is used by the university to help defray the ex- vanced placement than otherwise would have been penses of administeringthe course and for the visits and possible. workshops. This amount is significantly higher than the cost involved in the AP program where the student must Rererences pay only for the AP exam ($42), but lower than the cost CENTER FOR INSTRUCTIONAL DEVELOPMENT, SYRA- per credit for a Syracuse University undergraduate CUSE UNIVERSITY. 1978. Project Advance-College ($151). No student has been denied admission to the courses in the high school. Syracuse,N.Y.: Syracuse Uni- Project Advance course because he or she could not versity. afford it. Not only does the university offer financial DRUGER,M., and SPECTOR,B.S. 1979. Implementationof assistance, but our school has provided help through its a college biology course in high school. American Biology Teacher 41(7):413. scholarshipfunds. KASTRINOS,W., and ERK,F.C. 1974. The advancedplace- Unlike the AP program which is open to both high mentexam in biology.American Biology Teacher 36(5):282. school juniors and seniors, the Project Advance course SIMPSON,R.D. 1974. The advancedplacement program in is restricted to the latter. The administrativedecision for science: Another alternativein the curriculum,Science this policy, as stated by the university,is based on the con- Teacher 41(5):44. cern that a college would be reluctant to grant credit TOCCI, S. 1981. The microcomputer/biology"Interface." Science Teacher 48(5):60. and/or advanced placement to a student who had com- WILBUR,F.P., and CHAPMAN,D.W. 1978. College courses pleted the course work over a year prior to admission. in the high school. Reston,Virginia: National Association of Although two or three members of each AP class were SecondarySchool Principals.

290 THE AMERICAN BIOLOGYTEACHER, VOLUME44, NO. 5, MAY 1982