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 in Zoology (BIOL 11), Botany (BIOL 12) and Cell/Molecular Biology (BIOL 13) 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 2016-17 academic year, the Biology Department had maximum enrollments in ~70% of course sections at Census, with most fill rates near 100%. Demand for classes is very high with over 90% of class seats and wait lists filled to capacity before the first day of instruction. Additionally, approximately 100 students were placed on the BIOL 15 master wait list this past 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 of 32.75 for 2016-17. In 2016-17 our department contributed ~4.5% of the district FTES, in Fall 2017 we increased that to over 5%, and we are projected to contribute over 6% of the Districts FTES in the current Spring 2018 semester. Also, despite the academic rigor required in Biology Major and Allied Health coursework, student retention and success rates hover around 85% and 68%, 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 2016-17 academic year the Department staff consisted of 9 full-time instructors, 9 associate faculty, two senior lab technicians and several student lab assistants. Currently (Spring 2018), the number of associate faculty has fallen to 5. 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. During Spring 2017 two associate faculty were placed into full-time temporary positions, this is occurring the current academic year as well, with two different associate faculty members.
Microscopes
The current microscopes are extremely old and in poor working order. We are in the process of upgrading our BIOL 1 lab manual, and we will now be able to continue to expose students to modern microscopy.
PCR Machine
With a PCR machine, students in both Microbiology and Cell and Molecular Biology are now able to have access to a current piece of equipment to help facilitate student learning.
Electrophoresis Power Supplies
These are being used to replace old equipement in current labs.
Physiology Equipment
Current equipment limits the quality of the cardiovascular lab in Physiology. Additional equipment was needed to enhance the learning experience. This will relate to student success and access to resources for our students.
Human Anatomy Models
We have used Strong Workforce Funds to purchase 3 models for Glenn Center Anatomy. This begins to work toward equity in resources at Glenn Center Anatomy compared to Main Campus lab.
Full Time Faculty
We are able to help maintain the level of course offerings our students need. We now have a full time faculty present at Glenn Center for both office hours and a reliable anatomy schedule for students.
White Board
This whiteboard will reduce the amount of chalk dust in the room. Additionally, all instructors who utilize this room would rather use a whiteboard compared to a chalkboard to diagram and write notes on during lecture.
Reconfigure Space in Life Science Stockroom
Reconfigure a portion of the stockroom to provide an efficient workspace for Microbiology / Cell lab preparation. Cabinets shelving will now provide much needed space for multiple labs. We have now been able to add another Microbiolgy section due to this upgrade.
Summer 2017 Science Connection Institute
We used Student Equity funding to be able to offer another Science Connection Institute in Summer 2017 (based on the Summer 2016 pilot). The goals were the following: target "dashboard" students; and increase retention and course success in Human Anatomy (BIOL 20).
Marketing Outreach: High School Visit
We used IEPI funds to create and implement a "Marketing Outreach Plan" .We partnered with Physical Science Dept, and then invited three local High Schools in Northern California to increase students awareness of both Biological and Physical Sciences.
1. Support/funding for workshops and conferences for instructors.
2. Continue discussions on methodology of instruction each semester.
3. Support/funding to purchase materials to try and enhance labs as well as maintenance of current equipment (specifically microscopes). Multiple paid office hours for all associate faculty will allow students more access to instructor guidance/help outside of the classroom.
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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 Achievment:
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. Supporting Student, Faculty and Staff Success :
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. Using Data Informed Processes for Continuous Improvement:
The Biology Department uses information from Course and Program Level SLO assessements 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 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. 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 committement to sustainability. In the Life Science buiding we now have water bottle filling stations to model sustainablity. 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 encourge 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 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 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 majors courses are in the middle of a restructuring which will be 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. Explore specific Biology Department space needs through the visitations of multiple science buildings in the state.
2. Maintain staffing of current schedule, and increase offerings whenever possible.
3. Continue to improve consistency and quality of our course offerings with adequate equipment in the classrooms, as well as faculty offices.
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. A more sophisticated test scoring machine will provide a deeper analysis of assessments in efforts to measure and better address SLOs and PLOs within each course.
A computer-based exam analysis tool will provide instructors more detailed information on student success related to learning objectives.
Strategy 3 - Enhancing a Culture of Completion and Academic Achievement
The Biology Department will focus on enhancing a culture of completion and academic achievement. 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.
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. Faculty in the sciences require computers with higher processing and graphics capabilities, both in their offices, as well as classrooms in order to meet disciplinary needs and run specialized software unique to the sciences. 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)
A decrease in Student Assistant funding (~$6000 due to Federal Work Study funding decrease) occurred 2 years ago. This year a one-time augmentation increase filled this funding gap, but we need an on-going increase in our budget to offset the monies lost due to this funding stream drying up.
| 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 | $21,000.00 | $0.00 |
| Lab laptops (14) | Necessary so simultaneous labs can utilize data collection software/hardware. |
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| 2 | Biological Sciences | Personnel | 11.000.620.1040100 | $0.00 | $18,500.00 | |
| Lab Tech I - 50% | Necessary to support previously added lab sections and to continue to support an additional microbiology lab which will increase FTES. Biology has increase FTES generation for the college by 1% in this academic year. This resulted in a large FTES increase for the district. If we are to maintain this level, and have any possibility of any more increases in biology labs, another lab tech is needed. |
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| 3 | 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 or increase STES and student success in our lab courses we need student assistant funding. Due to reductions in Federal Work Study as well as minimum wage increases, we are underfunded. |
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| 4 | Biological Sciences | Equipment | 11.000.620.1.040100 | $5,000.00 | $0.00 | |
| Test Scoring Machine and Software | A test scoring machine and accompanying computer with advanced test scoring software (compared to our current Scantron machine) will allow for more detailed data collection on student assessments; instructors will then have more specific information on how students are progressing on SLOs. |
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| 5 | Biological Sciences | Equipment | 11.000.620.1.040100 | $10,000.00 | $0.00 | |
| 2nd Projector and Screen for Glenn 207 | 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 and LS118 has been very well received by faculty and students, and we would like to incorporate this lecture delivery option to Glenn 207. We would like our Glenn center classroom to be as equitable as possible compared to main campus. |
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| 6 | Biological Sciences | Equipment | 11.000.620.1.040100 | $10,000.00 | $0.00 | |
| 2nd Projector for LS 107 | 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 LS107. |
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| 7 | Biological Sciences | Equipment | 11.000.620.1.040100 | $10,000.00 | $0.00 | |
| 2nd projector 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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| 8 | 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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| 9 | Biological Sciences | Equipment | 11.000.620.1.040100 | $4,000.00 | $0.00 | |
| 4 Spotting Scopes with Tripods | In order to allow more students access to high power optics on field trips, two more scopes and their tripods will enhance the field learning experience of for our students in multiple biology courses. |
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| 10 | Biological Sciences | Equipment | 11.000.620.1.040100 | $1,200.00 | $0.00 | |
| Loop Incinerator (3) | This piece of equipment is routinely used in industry. Training our students on equipment they will encounter professionally is important for their future success. |
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| 11 | Biological Sciences | Equipment | 11.000.620.1.040100 | 56410 | $3,500.00 | $0.00 |
| Acoustic detectors | Needed for student use in Zoology and Ecology labs when teaching mammal units. |
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| 12 | Biological Sciences | Equipment | 11.000.620.1.040100 | $3,000.00 | $0.00 | |
| Yeast Cell Counter | This piece of equipment is routinely used in industry. Training our students on equipment they will encounter professionally is important for their future success. |
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| 13 | Biological Sciences | Equipment | 11.000.620.1.040100 | $4,000.00 | $0.00 | |
| Loaner Micrscopes | Have a set of microscopes to loan to students for projects, use in classes in outlying centers, and for online students. |
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| 14 | Biological Sciences | Equipment | 11.000.620.1.040100 | 56410 | $12,000.00 | $0.00 |
| Cabinets for anatomy model storage in study room (LS126), and Glenn Center (207) | These will be utilized to store a complete set of anatomy models for use by students and tutors in our study room (LS126) |
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| 15 | Biological Sciences | Equipment | 11.000.620.1.040100 | 56410 | $12,000.00 | $0.00 |
| Human Anatomy models | Needed to provide adequate materials for our lab and study room. Importantly, we need to outfit Glenn Center Anatomy lab so those students have the same opportunities as out main campus students in regards to access to materials/models. If Equity is important to the College, the Glenn Center needs to be supported. |
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| 16 | Biological Sciences | $3,300.00 | $0.00 | |||
| 100x Replacement Objective Lens for Microbiology | We need replacement 100x oil immersion objective lens (6) for Microbiology. |
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| 17 | 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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| 18 | 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 11, 12, 5 and BIOL 1. |
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| 19 | Biology | Equipment | 11.000.620.1.040100 | $39,000.00 | $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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| 20 | Biological Sciences | Facilities | $20,000.00 | $0.00 | ||
| Electrical upgrade for microbiology and physiology lab (LS106 & LS107) | Electrical lab equipment is constantly affected by circuit malfunctions related to the age of the wiring. |
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| 21 | Biological Sciences | Equipment | $2,100.00 | $0.00 | ||
| Stockroom Tech Computer | Erik Hohenstein's iMac computer is ~ 10 years old and needs to be replaced. |
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| 22 | Biological Sciences | Equipment | $2,100.00 | $0.00 | ||
| Office Computer | Kelly Wood's computer is ~9 years old and needs to be replaced |
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| 23 | Biological Sciences | Equipment | $2,100.00 | $0.00 | ||
| Office Computer | Shahroukh Mistry's computer is ~8 years old and needs to be replaced |
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| 24 | Biological Sciences | Equipment | $2,100.00 | $0.00 | ||
| Office Computer | Mike Matiasek's computer is ~8 years old and needs to be replaced |
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| 25 | Facilities | $1,200.00 | $0.00 | |||
| Classroom Computer for LS 120 | The computer in LS 120 is aging, and becoming very slow when switching between programs. It has been updated in the past, and is due for replacement. |
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| 26 | Biological Sciences | Personnel | $0.00 | $327,000.00 | ||
| 3 Full Time Faculty | We have a failed Tenure Track position in Introduction to Biology we need to fill. We need 2 more full time faculty to continue offer the current schedule, as well as future increases in the number of Microbiology, Human Anatomy, and Human Biology courses. |
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| 27 | Biological Sciences | Equipment | $6,300.00 | $0.00 | ||
| 3 Computers for Full Time Faculty Hires (Spring 2018) | New Faculty to be hired in Spring 2018 will need new computers in their offices. |
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| 28 | Biological Sciences | Equipment | $2,100.00 | $0.00 | ||
| Office Computer | Gary Lechner's iMac computer is over 5 years old. |
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| 29 | Biological Sciences | Equipment | $15,000.00 | $0.00 | ||
| 3 Sets of Office Furniture for 3 Faculty | 3 Sets of Office Furniture for Faculty to be hired in Spring 2018 |
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