Western Michigan University

Assessment Impact Report

Department:_Biological Sciences_______________

May 2005

 

Introduction

 

Our implementation of assessment measures is based on the structure and timeline of our departmental assessment plan as summarized below based on objectives for each of our programs, expected learning outcomes associated with each of these objectives, and the multiple measures used to gather data. The structure of our assessment initiative is based on the following tables:

 

Objectives, outcomes and measurement tools for all 3 majors and graduate programs in Biological Sciences (Table 2 from our plan at http://homepages.wmich.edu/~malcolm/Assessment/assessment.html).

 

Objective

Expected outcome

Measure

1. Provide knowledge content across the full range of biology

1. Demonstrated knowledge of form, function, mechanism, organization, scale, hierarchy, diversity and evolution

1.  National content test.

2.  Pre-test/Post-test evaluation.

 

2. Ability to retrieve information from databases

3.  Course-embedded measures.

4.  Information literacy test (Waldo library).

2. Generate understanding of concepts in biology

1. Ability to use knowledge foundation to illustrate concepts and compare examples.

5.  Analysis of writing-intensive classes.

6.  Portfolio evaluation

 

2. Ability to communicate knowledge and concepts both in writing and orally.

5.  Analysis of writing-intensive classes.

6.  Portfolio evaluation

7.  Capstone course evaluation


3. Integrate knowledge across biological sub-disciplines.

1. Ability to make links among classes and sub disciplines so that information can be used for deeper comprehension.

1.  National content test.

6.  Portfolio evaluation.

8.  Student surveys.

4. Understand and use scientific methodology

1. Ability to interpret observations through the creation, testing, analysis and communication of parsimonious hypotheses.

3.  Course-embedded measures.

9.  Employer surveys.

10.  Alumni surveys.

 

2. Ability to design both laboratory and field experiments

3.  Course-embedded measures.


3. Ability to perform Good Laboratory Practice.

3.   Course-embedded measures.


4. Ability to inspect data and apply basic statistics to their analysis and communication.

3.  Course-embedded measures.

 

5. Appreciation for ethical conduct in science.

3.  Course-embedded measures.

 

6. Promote familiarity with a range of methods and techniques relevant to application of biological sciences.

3.   Course-embedded measures.

 

7. Ability to reflect upon and discuss the nature of biology as a science and its historical, philosophical and ethical impact on humanity and the environment.

5.  Analysis of writing-intensive classes.

6.  Portfolio evaluation.

7.  Capstone course evaluation.



5. Foster critical thinking

1. Ability to determine the veracity and value of published information

6.  Portfolio evaluation.

 

6. Propose ways to advance knowledge in biology

1. Ability to write proposals to fund research or develop new programs that apply biological concepts and knowledge

6.  Portfolio evaluation

 

2. Foster ownership of ideas, research, concepts, knowledge and effort.

6.  Portfolio evaluation

 

Major-specific objectives:

Biology Major:

 

Goal/objective

 

Expected outcome

Level of Knowing

 

Measure

1. Provide knowledge content with an emphasis in organismal biology

1. Demonstrated knowledge of form, function, mechanism, organization, scale, hierarchy, diversity and evolution

1.   Knowledge

 

1.   National content test.

2.   Pre-test/Post-test evaluation.

7. Generate rewarding career development in biology and interest in lifelong learning

1. Entry into a graduate program (MS or PhD).

3.   Application

 

9.   Employer surveys

10.  Alumni surveys

 

 

2. Employment in government, industry or commerce.

3.   Application

 

9.   Employer surveys

10.  Alumni surveys

 

Biomedical Sciences Major:

 

Goal/objective

 

Expected outcome

Level of Knowing

 

Measure

1. Provide knowledge content with an emphasis in the biomedical sciences

1. Demonstrated knowledge of human, molecular, and cellular biology

1.   Knowledge

 

1.  National content test.

2.  Pre-test/Post-test evaluation.

7. Generate rewarding career development in biomedical science and interest in lifelong learning

1. Entry into a graduate program (MS, PhD, MD, DDS, DOM, DPM, DVM)

3.  Application

 

9.  Employer surveys

10. Alumni surveys

 

2. Employment in clinics and basic research laboratories, industrial laboratories and federal agencies.

3.  Application

 

9.  Employer surveys

10. Alumni surveys

 

3. Pre-professional training for entry into clinical areas such as physician assistant, pharmacy, & physical therapy.

4.  Application

 

9.  Employer surveys

10. Alumni surveys

 

Graduate-specific Objectives:

All graduate programs:

 

Goal/objective

 

Expected outcome

Level of Knowing

 

Measure

6. Propose ways to advance knowledge in biology

1. Ability to write proposals to fund research or develop new programs that apply biological concepts and knowledge

5.  Synthesis

 

6.  Portfolio evaluation

 

2. Foster ownership of ideas, research, concepts, knowledge and effort.

5.  Evaluation

6.  Portfolio evaluation

 

 

Our assessment impact report is based on this structure and the numbers for objectives and outcomes as well as measures follow the scheme outlined above. Objectives are coded in pale yellow and outcomes are pale green in an effort to help guide the reader through this report.

 

As indicated above we plan to develop 10 measures of multiple outcomes. Of these 10 measures we decided that the best way to develop a “culture of assessment” in our department was to start by implementing “course-embedded measures”(measure 3) first so that all of our faculty are engaged in the process. Thus results for course-embedded measures in 10 classes during the spring 2005 semester is the primary emphasis of this report because 9 of our faculty implemented course-embedded measures of outcomes that they felt were important to their courses (graphical results in appendix 1). In addition, 2 of our faculty have initiated pre-test/post-test measures (measure 2, see appendix 1) and 1 baccalaureate writing-intensive course is being analyzed in collaboration with Dr Barbara Cockrell of the Waldo library (measure 5).

 

Our assessment committee is also developing the remaining measures (appendix 2). We have realized from this process that our assessment plan is ambitious and that our timeline was unrealistic. Thus the major current finding is that we need to revise our timeline and engage all of our faculty in assessment.

 

Report prepared May 2005 by the Biological Sciences Assessment Committee:

 

Stephen Malcolm (chair)

John Geiser

Tammi Roberts (undergraduate advisor)

David Rudge

John Spitsbergen (graduate advisor)

 


Complete the following for each outcome included in your department assessment plan.

 

 

Objective:

  1. Provide knowledge content across the full range of biology

 

Outcome:

  1. Demonstrated knowledge of form, function, mechanism, organization, scale, hierarchy, diversity and evolution.

 

Tracks:

  1. Biology major
  2. Biomedical sciences major
  3. Biology major – secondary education curriculum
  4. Master of Science in Biological Sciences
  5. Doctor of Philosophy in Biological Sciences

 

Assessment Plan Review Process:

3-year cycle based on the fall-spring academic year (item numbers refer to assessment measures from Table 2 of our assessment plan):

 

Fall 2003

1.   National content test to seniors (21 students in each major = 63 students).

2.   Pre-test/post-test evaluation in BIOS 150/151 sequence (21 students)

3.   Start to implement course-embedded measures (all students)

 

Spring 2004

4.     Develop and implement information literacy test (with Waldo library – 21 students).

5.     Analysis of writing-intensive classes (3 classes = 63 students)

 

Fall 2004

6.     Initiate portfolio requirement (all majors)

7.   Capstone course evaluation

 

Spring 2005

  1. Start student surveys
  2. Start employer (and graduate school) surveys
  3. Start alumni surveys

 

Fall 2005

  1. Prepare report of analyzed data and recommendations
  2. Design curriculum changes

 

Spring 2006

  1. Implement curriculum changes
  2. Evaluate assessment program

 

Assessment Methods for Outcome 1.1:

 

Method

Criterion

Schedule

Feedback Loop

1. National content test

National averages for Biology from Educational Testing Services

Annually

Assessment Committee report to Curriculum committee and faculty and chair

2. Pre-test/Post-test evaluation

Start at 70% in pre-test + improvement in post-test

Annually

Assessment Committee report to Curriculum committee and faculty and chair

 

 

Findings for Outcome 1.1:

Findings should indicate how assessment data are being used to make decisions about program improvements.

 

For each finding, indicate whether the finding is a strength or limitation. Provide information about any remedies implemented to address limitations and any follow-up to the remedy.

 

Finding (date)

Remedy (date)

Follow-Up (date)

Resolved?

Fall 2004 pre-test/post-test in BIOS 202 Botany. Strong improvement in post-test = strength (see appendix 1)

None needed

None needed

None needed

2003 & 2004 pre-test/post test in BIOS 150 Molecular & cellular Biology. Strong improvement in final survey = strength (see appendix 1)

None needed

None needed

None needed

 

 

Objective:

  1. Provide knowledge content across the full range of biology

 

Outcome:

  1. Ability to retrieve information from databases

 

Tracks:

  1. Biology major
  2. Biomedical sciences major
  3. Biology major – secondary education curriculum
  4. Master of Science in Biological Sciences
  5. Doctor of Philosophy in Biological Sciences

 

Assessment Plan Review Process:

3-year cycle based on the fall-spring academic year (item numbers refer to assessment measures from Table 2 of our assessment plan):

 

Fall 2003

1.   National content test to seniors (21 students in each major = 63 students).

2.   Pre-test/post-test evaluation in BIOS 150/151 sequence (21 students)

3.   Start to implement course-embedded measures (all students)

 

Spring 2004

4.     Develop and implement information literacy test (with Waldo library – 21 students).

5.     Analysis of writing-intensive classes (3 classes = 63 students)

 

Fall 2004

6.     Initiate portfolio requirement (all majors)

7.   Capstone course evaluation

 

Spring 2005

  1. Start student surveys
  2. Start employer (and graduate school) surveys
  3. Start alumni surveys

 

Fall 2005

E.    Prepare report of analyzed data and recommendations

F.    Design curriculum changes

 

Spring 2006

  1. Implement curriculum changes
  2. Evaluate assessment program

 

Assessment Methods for Outcome 1.2:

 

Method

Criterion

Schedule

Feedback Loop

3. Course-embedded measures

Self-analysis

Each semester

Individual faculty report to Assessment Committee which reports results to Curriculum committee and faculty and chair

4. Information literacy test

To be developed

Annually

Assessment Committee report to Curriculum committee and faculty and chair

 

 

Findings for Outcome 1.2:

Findings should indicate how assessment data are being used to make decisions about program improvements.

 

For each finding, indicate whether the finding is a strength or limitation. Provide information about any remedies implemented to address limitations and any follow-up to the remedy.

 

Finding (date)

Remedy (date)

Follow-Up (date)

Resolved?

Course embedded measures implemented in BIOS 270, 456, 559, 561, 574, 597, 597, 597, 611 & 615 all show high levels of accomplished outcomes and high perception of outcome value by students = strength (see appendix 1)

None needed

None needed

None needed

 

 

 

 

 

 

Objective:

  1. Generate understanding of concepts in biology

 

Outcome:

1.     Ability to use knowledge foundation to illustrate concepts and compare examples

 

Tracks:

  1. Biology major
  2. Biomedical sciences major
  3. Biology major – secondary education curriculum
  4. Master of Science in Biological Sciences
  5. Doctor of Philosophy in Biological Sciences

 

Assessment Plan Review Process:

3-year cycle based on the fall-spring academic year (item numbers refer to assessment measures from Table 2 of our assessment plan):

 

Fall 2003

1.   National content test to seniors (21 students in each major = 63 students).

2.   Pre-test/post-test evaluation in BIOS 150/151 sequence (21 students)

3.   Start to implement course-embedded measures (all students)

 

Spring 2004

  1. Develop and implement information literacy test (with Waldo library – 21 students).
  2. Analysis of writing-intensive classes (3 classes = 63 students)

 

Fall 2004

  1. Initiate portfolio requirement (all majors)

7.   Capstone course evaluation

 

Spring 2005

7.     Start student surveys

8.     Start employer (and graduate school) surveys

9.     Start alumni surveys

 

Fall 2005

B.    Prepare report of analyzed data and recommendations

  1. Design curriculum changes

 

Spring 2006

  1. Implement curriculum changes
  2. Evaluate assessment program

 

Assessment Methods for Outcome 2.1:

 

Method

Criterion

Schedule

Feedback Loop

5. Analysis of writing-intensive classes

Upward trends in the quality of literature cited in bibliographies to term papers.

Annually

Assessment Committee report to Curriculum committee and faculty and chair

6. Portfolio evaluation

In development

Annually

Assessment Committee report to Curriculum committee and faculty and chair

 

 

Findings for Outcome 2.1:

Findings should indicate how assessment data are being used to make decisions about program improvements.

 

For each finding, indicate whether the finding is a strength or limitation. Provide information about any remedies implemented to address limitations and any follow-up to the remedy.

 

Finding (date)

Remedy (date)

Follow-Up (date)

Resolved?

Analysis of writing intensive BIOS 301 Ecology has shown a steady improvement in the quality of literature cited by students in response to changed requirements (annotated bibliography) = strength

None needed

None needed

None needed

 

 

 

 

 

 

Objective:

  1. Generate understanding of concepts in biology.

 

Outcome:

  1. Ability to communicate knowledge and concepts both in writing and orally.

 

Tracks:

  1. Biology major
  2. Biomedical sciences major
  3. Biology major – secondary education curriculum
  4. Master of Science in Biological Sciences
  5. Doctor of Philosophy in Biological Sciences

 

Assessment Plan Review Process:

3-year cycle based on the fall-spring academic year (item numbers refer to assessment measures from Table 2 of our assessment plan):

 

Fall 2003

1.   National content test to seniors (21 students in each major = 63 students).

2.   Pre-test/post-test evaluation in BIOS 150/151 sequence (21 students)

3.   Start to implement course-embedded measures (all students)

 

Spring 2004

  1. Develop and implement information literacy test (with Waldo library – 21 students).
  2. Analysis of writing-intensive classes (3 classes = 63 students)

 

Fall 2004

  1. Initiate portfolio requirement (all majors)

7.   Capstone course evaluation

 

Spring 2005

  1. Start student surveys
  2. Start employer (and graduate school) surveys
  3. Start alumni surveys

 

Fall 2005

  1. Prepare report of analyzed data and recommendations
  2. Design curriculum changes

 

Spring 2006

  1. Implement curriculum changes
  2. Evaluate assessment program

 

Assessment Methods for Outcome 2.2:

 

Method

Criterion

Schedule

Feedback Loop

5. Analysis of writing-intensive classes

Upward trends in the quality of literature cited in bibliographies to term papers.

Annually

Assessment Committee report to Curriculum committee and faculty and chair

6. Portfolio evaluation

In development

Annually

Assessment Committee report to Curriculum committee and faculty and chair

7. Capstone course evaluation

In development

Annually

Assessment Committee report to Curriculum committee and faculty and chair

 

 

Findings for Outcome 2.2:

Findings should indicate how assessment data are being used to make decisions about program improvements.

 

For each finding, indicate whether the finding is a strength or limitation. Provide information about any remedies implemented to address limitations and any follow-up to the remedy.

 

Finding (date)

Remedy (date)

Follow-Up (date)

Resolved?

Analysis of writing intensive BIOS 301 Ecology has shown a steady improvement in the quality of literature cited by students in response to changed requirements (annotated bibliography) = strength

None needed

None needed

None needed

 

 

 

 

 

 

Objective:

  1. Integrate knowledge across biological subdisciplines

 

Outcome:

  1. Ability to make links among classes and sub disciplines so that information can be used for deeper comprehension

 

Tracks:

  1. Biology major
  2. Biomedical sciences major
  3. Biology major – secondary education curriculum
  4. Master of Science in Biological Sciences
  5. Doctor of Philosophy in Biological Sciences

 

Assessment Plan Review Process:

3-year cycle based on the fall-spring academic year (item numbers refer to assessment measures from Table 2 of our assessment plan):

 

Fall 2003

1.   National content test to seniors (21 students in each major = 63 students).

2.   Pre-test/post-test evaluation in BIOS 150/151 sequence (21 students)

3.   Start to implement course-embedded measures (all students)

 

Spring 2004

  1. Develop and implement information literacy test (with Waldo library – 21 students).
  2. Analysis of writing-intensive classes (3 classes = 63 students)

 

Fall 2004

  1. Initiate portfolio requirement (all majors)

7.   Capstone course evaluation

 

Spring 2005

  1. Start student surveys
  2. Start employer (and graduate school) surveys
  3. Start alumni surveys

 

Fall 2005

  1. Prepare report of analyzed data and recommendations
  2. Design curriculum changes

 

Spring 2006

  1. Implement curriculum changes
  2. Evaluate assessment program

 

Assessment Methods for Outcome 3.1:

 

Method

Criterion

Schedule

Feedback Loop

1. National content test

National averages for Biology from Educational Testing Services

Annually

Assessment Committee report to Curriculum committee and faculty and chair

6. Portfolio evaluation

In development

Annually

Assessment Committee report to Curriculum committee and faculty and chair

8. Student surveys

In development

Annually

Assessment Committee report to Curriculum committee and faculty and chair

 

 

Findings for Outcome 3.1:

Findings should indicate how assessment data are being used to make decisions about program improvements.

 

For each finding, indicate whether the finding is a strength or limitation. Provide information about any remedies implemented to address limitations and any follow-up to the remedy.

 

Finding (date)

Remedy (date)

Follow-Up (date)

Resolved?

 

 

 

 

 

 

 

 

 

 

Objective:

  1. Understand and use scientific methodology.

 

Outcome:

  1. Ability to interpret observations through the creation, testing, analysis and communication of parsimonious hypotheses.

 

Tracks:

  1. Biology major
  2. Biomedical sciences major
  3. Biology major – secondary education curriculum
  4. Master of Science in Biological Sciences
  5. Doctor of Philosophy in Biological Sciences

 

Assessment Plan Review Process:

3-year cycle based on the fall-spring academic year (item numbers refer to assessment measures from Table 2 of our assessment plan):

 

Fall 2003

1.   National content test to seniors (21 students in each major = 63 students).

2.   Pre-test/post-test evaluation in BIOS 150/151 sequence (21 students)

3.   Start to implement course-embedded measures (all students)

 

Spring 2004

  1. Develop and implement information literacy test (with Waldo library – 21 students).
  2. Analysis of writing-intensive classes (3 classes = 63 students)

 

Fall 2004

  1. Initiate portfolio requirement (all majors)

7.   Capstone course evaluation

 

Spring 2005

  1. Start student surveys
  2. Start employer (and graduate school) surveys
  3. Start alumni surveys

 

Fall 2005

  1. Prepare report of analyzed data and recommendations
  2. Design curriculum changes

 

Spring 2006

  1. Implement curriculum changes
  2. Evaluate assessment program

 

Assessment Methods for Outcome 4.1:

 

Method

Criterion

Schedule

Feedback Loop

3. Course-embedded measures

Self-analysis

Each semester

Individual faculty report to Assessment Committee which reports results to Curriculum committee and faculty and chair

9. Employer surveys

 

Annually

Assessment Committee report to Curriculum committee and faculty and chair

10. Alumni surveys

 

 

 

 

 

Findings for Outcome 4.1:

Findings should indicate how assessment data are being used to make decisions about program improvements.

 

For each finding, indicate whether the finding is a strength or limitation. Provide information about any remedies implemented to address limitations and any follow-up to the remedy.

 

Finding (date)

Remedy (date)

Follow-Up (date)

Resolved?

Course embedded measures implemented in BIOS 270, 456, 559, 561, 574, 597, 597, 597, 611 & 615 all show high levels of accomplished outcomes and high perception of outcome value by students = strength (see appendix 1)

None needed

None needed

None needed

 

 

 

 

 

 

Objective:

  1. Understand and use scientific methodology.

 

Outcome:

  1. Ability to design both laboratory and field experiments.

 

Tracks:

  1. Biology major
  2. Biomedical sciences major
  3. Biology major – secondary education curriculum
  4. Master of Science in Biological Sciences
  5. Doctor of Philosophy in Biological Sciences

 

Assessment Plan Review Process:

3-year cycle based on the fall-spring academic year (item numbers refer to assessment measures from Table 2 of our assessment plan):

 

Fall 2003

1.   National content test to seniors (21 students in each major = 63 students).

2.   Pre-test/post-test evaluation in BIOS 150/151 sequence (21 students)

3.   Start to implement course-embedded measures (all students)

 

Spring 2004

  1. Develop and implement information literacy test (with Waldo library – 21 students).
  2. Analysis of writing-intensive classes (3 classes = 63 students)

 

Fall 2004

  1. Initiate portfolio requirement (all majors)

7.   Capstone course evaluation

 

Spring 2005

  1. Start student surveys
  2. Start employer (and graduate school) surveys
  3. Start alumni surveys

 

Fall 2005

  1. Prepare report of analyzed data and recommendations
  2. Design curriculum changes

 

Spring 2006

  1. Implement curriculum changes
  2. Evaluate assessment program

 

Assessment Methods for Outcome 4.2:

 

Method

Criterion

Schedule

Feedback Loop

3. Course-embedded measures

 

Annually

Assessment Committee report to Curriculum committee and faculty and chair

 

Findings for Outcome 4.2:

Findings should indicate how assessment data are being used to make decisions about program improvements.

 

For each finding, indicate whether the finding is a strength or limitation. Provide information about any remedies implemented to address limitations and any follow-up to the remedy.

 

Finding (date)

Remedy (date)

Follow-Up (date)

Resolved?

Course embedded measures implemented in BIOS 270, 456, 559, 561, 574, 597, 597, 597, 611 & 615 all show high levels of accomplished outcomes and high perception of outcome value by students = strength (see appendix 1)

None needed

None needed

None needed

 

 

 

 

 

 

Objective:

  1. Understand and use scientific methodology.

 

Outcome:

  1. Ability to perform Good Laboratory Practice.

 

Tracks:

1.     Biology major

3.                  Biomedical sciences major

4.                  Biology major – secondary education curriculum

5.                  Master of Science in Biological Sciences

6.                  Doctor of Philosophy in Biological Sciences

 

Assessment Plan Review Process:

3-year cycle based on the fall-spring academic year (item numbers refer to assessment measures from Table 2 of our assessment plan):

 

Fall 2003

1.   National content test to seniors (21 students in each major = 63 students).

2.   Pre-test/post-test evaluation in BIOS 150/151 sequence (21 students)

3.   Start to implement course-embedded measures (all students)

 

Spring 2004

  1. Develop and implement information literacy test (with Waldo library – 21 students).
  2. Analysis of writing-intensive classes (3 classes = 63 students)

 

Fall 2004

  1. Initiate portfolio requirement (all majors)

7.   Capstone course evaluation

 

Spring 2005

  1. Start student surveys
  2. Start employer (and graduate school) surveys
  3. Start alumni surveys

 

Fall 2005

  1. Prepare report of analyzed data and recommendations
  2. Design curriculum changes

 

Spring 2006

  1. Implement curriculum changes
  2. Evaluate assessment program

 

Assessment Methods for Outcome 4.3:

 

Method

Criterion

Schedule

Feedback Loop

3. Course-embedded measures

 

Annually

Assessment Committee report to Curriculum committee and faculty and chair

 

Findings for Outcome 4.3:

Findings should indicate how assessment data are being used to make decisions about program improvements.

 

For each finding, indicate whether the finding is a strength or limitation. Provide information about any remedies implemented to address limitations and any follow-up to the remedy.

 

Finding (date)

Remedy (date)

Follow-Up (date)

Resolved?

Course embedded measures implemented in BIOS 270, 456, 559, 561, 574, 597, 597, 597, 611 & 615 all show high levels of accomplished outcomes and high perception of outcome value by students = strength (see appendix 1)

None needed

None needed

None needed

 

 

Objective:

  1. Understand and use scientific methodology.

 

Outcome:

  1. Ability to inspect data and apply basic statistics to their analysis and communication.

 

Tracks:

1.     Biology major

2.     Biomedical sciences major

3.     Biology major – secondary education curriculum

4.     Master of Science in Biological Sciences

5.     Doctor of Philosophy in Biological Sciences

 

Assessment Plan Review Process:

3-year cycle based on the fall-spring academic year (item numbers refer to assessment measures from Table 2 of our assessment plan):

 

Fall 2003

1.   National content test to seniors (21 students in each major = 63 students).

2.   Pre-test/post-test evaluation in BIOS 150/151 sequence (21 students)

3.   Start to implement course-embedded measures (all students)

 

Spring 2004

4.     Develop and implement information literacy test (with Waldo library – 21 students).

5.     Analysis of writing-intensive classes (3 classes = 63 students)

 

Fall 2004

6.     Initiate portfolio requirement (all majors)

7.   Capstone course evaluation

 

Spring 2005

  1. Start student surveys
  2. Start employer (and graduate school) surveys
  3. Start alumni surveys

 

Fall 2005

  1. Prepare report of analyzed data and recommendations
  2. Design curriculum changes

 

Spring 2006

  1. Implement curriculum changes
  2. Evaluate assessment program

 

Assessment Methods for Outcome 4.4:

 

Method

Criterion

Schedule

Feedback Loop

3. Course-embedded measures

 

Annually

Assessment Committee report to Curriculum committee and faculty and chair

 

Findings for Outcome 4.4:

Findings should indicate how assessment data are being used to make decisions about program improvements.

 

For each finding, indicate whether the finding is a strength or limitation. Provide information about any remedies implemented to address limitations and any follow-up to the remedy.

 

Finding (date)

Remedy (date)

Follow-Up (date)

Resolved?

Course embedded measures implemented in BIOS 270, 456, 559, 561, 574, 597, 597, 597, 611 & 615 all show high levels of accomplished outcomes and high perception of outcome value by students = strength (see appendix 1)

None needed

None needed

None needed

 

 

Objective:

  1. Understand and use scientific methodology.

 

Outcome:

  1. Appreciation for ethical conduct in science.

 

Tracks:

  1. Biology major
  2. Biomedical sciences major
  3. Biology major – secondary education curriculum
  4. Master of Science in Biological Sciences
  5. Doctor of Philosophy in Biological Sciences

 

Assessment Plan Review Process:

3-year cycle based on the fall-spring academic year (item numbers refer to assessment measures from Table 2 of our assessment plan):

 

Fall 2003

1.   National content test to seniors (21 students in each major = 63 students).

2.   Pre-test/post-test evaluation in BIOS 150/151 sequence (21 students)

3.   Start to implement course-embedded measures (all students)

 

Spring 2004

  1. Develop and implement information literacy test (with Waldo library – 21 students).
  2. Analysis of writing-intensive classes (3 classes = 63 students)

 

Fall 2004

  1. Initiate portfolio requirement (all majors)

7.   Capstone course evaluation

 

Spring 2005

  1. Start student surveys
  2. Start employer (and graduate school) surveys
  3. Start alumni surveys

 

Fall 2005

  1. Prepare report of analyzed data and recommendations
  2. Design curriculum changes

 

Spring 2006

  1. Implement curriculum changes
  2. Evaluate assessment program

 

Assessment Methods for Outcome 4.5:

 

Method

Criterion

Schedule

Feedback Loop

3. Course-embedded measures

 

Annually

Assessment Committee report to Curriculum committee and faculty and chair

 

Findings for Outcome 4.5:

Findings should indicate how assessment data are being used to make decisions about program improvements.

 

For each finding, indicate whether the finding is a strength or limitation. Provide information about any remedies implemented to address limitations and any follow-up to the remedy.

 

Finding (date)

Remedy (date)

Follow-Up (date)

Resolved?

Course embedded measures implemented in BIOS 270, 456, 559, 561, 574, 597, 597, 597, 611 & 615 all show high levels of accomplished outcomes and high perception of outcome value by students = strength (see appendix 1)

None needed

None needed

None needed

 

 

Objective:

  1. Understand and use scientific methodology.

 

Outcome:

  1. Promote familiarity with a range of methods and techniques relevant to application of biological sciences.

 

Tracks:

1.     Biology major

2.     Biomedical sciences major

3.     Biology major – secondary education curriculum

4.     Master of Science in Biological Sciences

5.     Doctor of Philosophy in Biological Sciences

 

Assessment Plan Review Process:

3-year cycle based on the fall-spring academic year (item numbers refer to assessment measures from Table 2 of our assessment plan):

 

Fall 2003

1.   National content test to seniors (21 students in each major = 63 students).

2.   Pre-test/post-test evaluation in BIOS 150/151 sequence (21 students)

3.   Start to implement course-embedded measures (all students)

 

Spring 2004

  1. Develop and implement information literacy test (with Waldo library – 21 students).
  2. Analysis of writing-intensive classes (3 classes = 63 students)

 

Fall 2004

  1. Initiate portfolio requirement (all majors)

7.   Capstone course evaluation

 

Spring 2005

  1. Start student surveys
  2. Start employer (and graduate school) surveys
  3. Start alumni surveys

 

Fall 2005

  1. Prepare report of analyzed data and recommendations
  2. Design curriculum changes

 

Spring 2006

  1. Implement curriculum changes
  2. Evaluate assessment program

 

Assessment Methods for Outcome 4.6:

 

Method

Criterion

Schedule

Feedback Loop

3. Course-embedded measures

 

Annually

Assessment Committee report to Curriculum committee and faculty and chair

 

Findings for Outcome 4.6:

Findings should indicate how assessment data are being used to make decisions about program improvements.

 

For each finding, indicate whether the finding is a strength or limitation. Provide information about any remedies implemented to address limitations and any follow-up to the remedy.

 

Finding (date)

Remedy (date)

Follow-Up (date)

Resolved?

Course embedded measures implemented in BIOS 270, 456, 559, 561, 574, 597, 597, 597, 611 & 615 all show high levels of accomplished outcomes and high perception of outcome value by students = strength (see appendix 1)

None needed

None needed

None needed

 


 

Objective:

  1. Understand and use scientific methodology.

 

Outcome:

  1. Ability to reflect upon and discuss the nature of biology as a science and its historical, philosophical and ethical impact on humanity and the environment.

 

Tracks:

1.     Biology major

  1. Biomedical sciences major
  2. Biology major – secondary education curriculum
  3. Master of Science in Biological Sciences
  4. Doctor of Philosophy in Biological Sciences

 

Assessment Plan Review Process:

3-year cycle based on the fall-spring academic year (item numbers refer to assessment measures from Table 2 of our assessment plan):

 

Fall 2003

1.   National content test to seniors (21 students in each major = 63 students).

2.   Pre-test/post-test evaluation in BIOS 150/151 sequence (21 students)

3.   Start to implement course-embedded measures (all students)

 

Spring 2004

  1. Develop and implement information literacy test (with Waldo library – 21 students).
  2. Analysis of writing-intensive classes (3 classes = 63 students)

 

Fall 2004

  1. Initiate portfolio requirement (all majors)

7.   Capstone course evaluation

 

Spring 2005

  1. Start student surveys
  2. Start employer (and graduate school) surveys
  3. Start alumni surveys

 

Fall 2005

  1. Prepare report of analyzed data and recommendations
  2. Design curriculum changes

 

Spring 2006

  1. Implement curriculum changes
  2. Evaluate assessment program

 

Assessment Methods for Outcome 4.7:

 

Method

Criterion

Schedule

Feedback Loop

5. Analysis of writing-intensive classes

Upward trends in the quality of literature cited in bibliographies to term papers.

Annually

Assessment Committee report to Curriculum committee and faculty and chair

6. Portfolio evaluation

In development

Annually

Assessment Committee report to Curriculum committee and faculty and chair

7. Capstone course evaluation

In development

Annually

Assessment Committee report to Curriculum committee and faculty and chair

 

 

Findings for Outcome 4.7:

Findings should indicate how assessment data are being used to make decisions about program improvements.

 

For each finding, indicate whether the finding is a strength or limitation. Provide information about any remedies implemented to address limitations and any follow-up to the remedy.

 

Finding (date)

Remedy (date)

Follow-Up (date)

Resolved?

Analysis of writing intensive BIOS 301 Ecology has shown a steady improvement in the quality of literature cited by students in response to changed requirements (annotated bibliography) = strength

None needed

None needed

None needed

 

 

Objective:

  1. Foster critical thinking.

 

Outcome:

  1. Ability to determine the veracity and value of published information.

 

Tracks:

  1. Biology major
  2. Biomedical sciences major
  3. Biology major – secondary education curriculum
  4. Master of Science in Biological Sciences
  5. Doctor of Philosophy in Biological Sciences

 

Assessment Plan Review Process:

3-year cycle based on the fall-spring academic year (item numbers refer to assessment measures from Table 2 of our assessment plan):

 

Fall 2003

1.   National content test to seniors (21 students in each major = 63 students).

2.   Pre-test/post-test evaluation in BIOS 150/151 sequence (21 students)

3.   Start to implement course-embedded measures (all students)

 

Spring 2004

  1. Develop and implement information literacy test (with Waldo library – 21 students).
  2. Analysis of writing-intensive classes (3 classes = 63 students)

 

Fall 2004

  1. Initiate portfolio requirement (all majors)

7.   Capstone course evaluation

 

Spring 2005

  1. Start student surveys
  2. Start employer (and graduate school) surveys
  3. Start alumni surveys

 

Fall 2005

  1. Prepare report of analyzed data and recommendations
  2. Design curriculum changes

 

Spring 2006

  1. Implement curriculum changes
  2. Evaluate assessment program

 

Assessment Methods for Outcome 5.1:

 

Method

Criterion

Schedule

Feedback Loop

6. Portfolio evaluation

In development

Annually

Assessment Committee report to Curriculum committee and faculty and chair

 

Findings for Outcome 5.1:

Findings should indicate how assessment data are being used to make decisions about program improvements.

 

For each finding, indicate whether the finding is a strength or limitation. Provide information about any remedies implemented to address limitations and any follow-up to the remedy.

 

Finding (date)

Remedy (date)

Follow-Up (date)

Resolved?

 

 

 

 

 

 

 

 

 

 

Objective:

  1. Propose ways to advance knowledge in biology.

 

Outcome:

  1. Ability to write proposals to fund research or develop new programs that apply biological concepts and knowledge.

 

Tracks:

  1. Biology major
  2. Biomedical sciences major
  3. Biology major – secondary education curriculum
  4. Master of Science in Biological Sciences
  5. Doctor of Philosophy in Biological Sciences

 

Assessment Plan Review Process:

3-year cycle based on the fall-spring academic year (item numbers refer to assessment measures from Table 2 of our assessment plan):

 

Fall 2003

1.   National content test to seniors (21 students in each major = 63 students).

2.   Pre-test/post-test evaluation in BIOS 150/151 sequence (21 students)

3.   Start to implement course-embedded measures (all students)

 

Spring 2004

  1. Develop and implement information literacy test (with Waldo library – 21 students).
  2. Analysis of writing-intensive classes (3 classes = 63 students)

 

Fall 2004

  1. Initiate portfolio requirement (all majors)

7.   Capstone course evaluation

 

Spring 2005

  1. Start student surveys
  2. Start employer (and graduate school) surveys
  3. Start alumni surveys

 

Fall 2005

  1. Prepare report of analyzed data and recommendations
  2. Design curriculum changes

 

Spring 2006

  1. Implement curriculum changes
  2. Evaluate assessment program

 

Assessment Methods for Outcome 6.1:

 

Method

Criterion

Schedule

Feedback Loop

6. Portfolio evaluation

In development

Annually

Assessment Committee report to Curriculum committee and faculty and chair

 

Findings for Outcome 6.1:

Findings should indicate how assessment data are being used to make decisions about program improvements.

 

For each finding, indicate whether the finding is a strength or limitation. Provide information about any remedies implemented to address limitations and any follow-up to the remedy.

 

Finding (date)

Remedy (date)

Follow-Up (date)

Resolved?

 

 

 

 

 

 

 

 

 

 

Objective:

  1. Propose ways to advance knowledge in biology.

 

Outcome:

  1. Foster ownership of ideas, research, concepts, knowledge and effort.

 

Tracks:

  1. Biology major
  2. Biomedical sciences major
  3. Biology major – secondary education curriculum
  4. Master of Science in Biological Sciences
  5. Doctor of Philosophy in Biological Sciences

 

Assessment Plan Review Process:

3-year cycle based on the fall-spring academic year (item numbers refer to assessment measures from Table 2 of our assessment plan):

 

Fall 2003

1.   National content test to seniors (21 students in each major = 63 students).

2.   Pre-test/post-test evaluation in BIOS 150/151 sequence (21 students)

3.   Start to implement course-embedded measures (all students)

 

Spring 2004

  1. Develop and implement information literacy test (with Waldo library – 21 students).
  2. Analysis of writing-intensive classes (3 classes = 63 students)

 

Fall 2004

  1. Initiate portfolio requirement (all majors)

7.   Capstone course evaluation

 

Spring 2005

  1. Start student surveys
  2. Start employer (and graduate school) surveys
  3. Start alumni surveys

 

Fall 2005

  1. Prepare report of analyzed data and recommendations
  2. Design curriculum changes

 

Spring 2006

  1. Implement curriculum changes
  2. Evaluate assessment program

 

Assessment Methods for Outcome 6.2:

 

Method

Criterion

Schedule

Feedback Loop

6. Portfolio evaluation

In development

Annually

Assessment Committee report to Curriculum committee and faculty and chair

 

Findings for Outcome 6.2:

Findings should indicate how assessment data are being used to make decisions about program improvements.

 

For each finding, indicate whether the finding is a strength or limitation. Provide information about any remedies implemented to address limitations and any follow-up to the remedy.

 

Finding (date)

Remedy (date)

Follow-Up (date)

Resolved?

 

 

 

 

 

 

 

 

 

 

TRACK-SPECIFIC OUTCOMES:

 

 

Objective:

  1. Provide knowledge content with an emphasis in organismal biology.

 

Outcome:

  1. Demonstrated knowledge of form, function, mechanism, organization, scale, hierarchy, diversity and evolution.

 

Tracks:

Biology major

 

Assessment Plan Review Process:

3-year cycle based on the fall-spring academic year (item numbers refer to assessment measures from Table 2 of our assessment plan):

 

Fall 2003

1.   National content test to seniors (21 students in each major = 63 students).

2.   Pre-test/post-test evaluation in BIOS 150/151 sequence (21 students)

3.   Start to implement course-embedded measures (all students)

 

Spring 2004

  1. Develop and implement information literacy test (with Waldo library – 21 students).
  2. Analysis of writing-intensive classes (3 classes = 63 students)

 

Fall 2004

  1. Initiate portfolio requirement (all majors)

7.   Capstone course evaluation

 

Spring 2005

  1. Start student surveys
  2. Start employer (and graduate school) surveys
  3. Start alumni surveys

 

Fall 2005

  1. Prepare report of analyzed data and recommendations
  2. Design curriculum changes

 

Spring 2006

  1. Implement curriculum changes
  2. Evaluate assessment program

 

Assessment Methods for Outcome 1.1:

 

Method

Criterion

Schedule

Feedback Loop

1. National content test

National averages for Biology from Educational Testing Services

Annually

Assessment Committee report to Curriculum committee and faculty and chair

2. Pre-test/Post-test evaluation

Start at 70% in pre-test + improvement in post-test

Annually

Assessment Committee report to Curriculum committee and faculty and chair

 

 

Findings for Outcome 1.1:

Findings should indicate how assessment data are being used to make decisions about program improvements.

 

For each finding, indicate whether the finding is a strength or limitation. Provide information about any remedies implemented to address limitations and any follow-up to the remedy.

 

Finding (date)

Remedy (date)

Follow-Up (date)

Resolved?

 

 

 

 

 

 

 

 

 

 

 

Objective:

  1. Generate rewarding career development in biology and interest in lifelong learning.

 

Outcome:

  1. Entry into a graduate program (MS or PhD).

 

Tracks:

Biology major

 

Assessment Plan Review Process:

3-year cycle based on the fall-spring academic year (item numbers refer to assessment measures from Table 2 of our assessment plan):

 

Fall 2003

1.   National content test to seniors (21 students in each major = 63 students).

2.   Pre-test/post-test evaluation in BIOS 150/151 sequence (21 students)

3.   Start to implement course-embedded measures (all students)

 

Spring 2004

  1. Develop and implement information literacy test (with Waldo library – 21 students).
  2. Analysis of writing-intensive classes (3 classes = 63 students)

 

Fall 2004

  1. Initiate portfolio requirement (all majors)

7.   Capstone course evaluation

 

Spring 2005

  1. Start student surveys
  2. Start employer (and graduate school) surveys
  3. Start alumni surveys

 

Fall 2005

  1. Prepare report of analyzed data and recommendations
  2. Design curriculum changes

 

Spring 2006

  1. Implement curriculum changes
  2. Evaluate assessment program

 

Assessment Methods for Outcome 7.1:

 

Method

Criterion

Schedule

Feedback Loop

9. Employer surveys

To be developed

Annually

Assessment Committee report to Curriculum committee and faculty and chair

10. Alumni surveys

To be developed

Annually

Assessment Committee report to Curriculum committee and faculty and chair

 

 

Findings for Outcome 7.1:

Findings should indicate how assessment data are being used to make decisions about program improvements.

 

For each finding, indicate whether the finding is a strength or limitation. Provide information about any remedies implemented to address limitations and any follow-up to the remedy.

 

Finding (date)

Remedy (date)

Follow-Up (date)

Resolved?

 

 

 

 

 

 

 

 

 

 

 

Objective:

  1. Generate rewarding career development in biology and interest in lifelong learning.

 

Outcome:

  1. Employment in government, industry or commerce.

 

Tracks:

Biology major

 

Assessment Plan Review Process:

3-year cycle based on the fall-spring academic year (item numbers refer to assessment measures from Table 2 of our assessment plan):

 

Fall 2003

1.   National content test to seniors (21 students in each major = 63 students).

2.   Pre-test/post-test evaluation in BIOS 150/151 sequence (21 students)

3.   Start to implement course-embedded measures (all students)

 

Spring 2004

  1. Develop and implement information literacy test (with Waldo library – 21 students).
  2. Analysis of writing-intensive classes (3 classes = 63 students)

 

Fall 2004

  1. Initiate portfolio requirement (all majors)

7.   Capstone course evaluation

 

Spring 2005

  1. Start student surveys
  2. Start employer (and graduate school) surveys
  3. Start alumni surveys

 

Fall 2005

  1. Prepare report of analyzed data and recommendations
  2. Design curriculum changes

 

Spring 2006

  1. Implement curriculum changes
  2. Evaluate assessment program

 

Assessment Methods for Outcome 7.2:

 

Method

Criterion

Schedule

Feedback Loop

9. Employer surveys

To be developed

Annually

Assessment Committee report to Curriculum committee and faculty and chair

10. Alumni surveys

To be developed

Annually

Assessment Committee report to Curriculum committee and faculty and chair

 

 

Findings for Outcome 7.2:

Findings should indicate how assessment data are being used to make decisions about program improvements.

 

For each finding, indicate whether the finding is a strength or limitation. Provide information about any remedies implemented to address limitations and any follow-up to the remedy.

 

Finding (date)

Remedy (date)

Follow-Up (date)

Resolved?

 

 

 

 

 

 

 

 

 

 

 

Objective:

  1. Provide knowledge content with an emphasis in the biomedical sciences.

 

Outcome:

  1. Demonstrated knowledge of human, molecular, and cellular biology.

 

Tracks:

Biomedical sciences major

 

Assessment Plan Review Process:

3-year cycle based on the fall-spring academic year (item numbers refer to assessment measures from Table 2 of our assessment plan):

 

Fall 2003

1.   National content test to seniors (21 students in each major = 63 students).

2.   Pre-test/post-test evaluation in BIOS 150/151 sequence (21 students)

3.   Start to implement course-embedded measures (all students)

 

Spring 2004

  1. Develop and implement information literacy test (with Waldo library – 21 students).
  2. Analysis of writing-intensive classes (3 classes = 63 students)

 

Fall 2004

  1. Initiate portfolio requirement (all majors)

7.   Capstone course evaluation

 

Spring 2005

  1. Start student surveys
  2. Start employer (and graduate school) surveys
  3. Start alumni surveys

 

Fall 2005

  1. Prepare report of analyzed data and recommendations
  2. Design curriculum changes

 

Spring 2006

  1. Implement curriculum changes
  2. Evaluate assessment program

 

Assessment Methods for Outcome 1.1:

 

Method

Criterion

Schedule

Feedback Loop

1. National content test

National averages for Biology from Educational Testing Services

Annually

Assessment Committee report to Curriculum committee and faculty and chair

2. Pre-test/Post-test evaluation

Start at 70% in pre-test + improvement in post-test

Annually

Assessment Committee report to Curriculum committee and faculty and chair

 

 

Findings for Outcome 1.1:

Findings should indicate how assessment data are being used to make decisions about program improvements.

 

For each finding, indicate whether the finding is a strength or limitation. Provide information about any remedies implemented to address limitations and any follow-up to the remedy.

 

Finding (date)

Remedy (date)

Follow-Up (date)

Resolved?

 

 

 

 

 

 

 

 

 

 

 

Objective:

  1. Generate rewarding career development in biomedical science and interest in lifelong learning.

 

Outcome:

  1. Entry into a graduate program (MS, PhD, MD, DDS, DOM, DPM, DVM)

 

Tracks:

Biomedical sciences major

 

Assessment Plan Review Process:

3-year cycle based on the fall-spring academic year (item numbers refer to assessment measures from Table 2 of our assessment plan):

 

Fall 2003

1.   National content test to seniors (21 students in each major = 63 students).

2.   Pre-test/post-test evaluation in BIOS 150/151 sequence (21 students)

3.   Start to implement course-embedded measures (all students)

 

Spring 2004

  1. Develop and implement information literacy test (with Waldo library – 21 students).
  2. Analysis of writing-intensive classes (3 classes = 63 students)

 

Fall 2004

  1. Initiate portfolio requirement (all majors)
  2. Capstone course evaluation

 

Spring 2005

  1. Start student surveys
  2. Start employer (and graduate school) surveys
  3. Start alumni surveys

 

Fall 2005

  1. Prepare report of analyzed data and recommendations
  2. Design curriculum changes

 

Spring 2006

  1. Implement curriculum changes
  2. Evaluate assessment program

 

Assessment Methods for Outcome 7.1:

 

Method

Criterion

Schedule

Feedback Loop

9. Employer surveys

To be developed

Annually

Assessment Committee report to Curriculum committee and faculty and chair

10 Alumni surveys

To be developed

Annually

Assessment Committee report to Curriculum committee and faculty and chair

 

 

Findings for Outcome 7.1:

Findings should indicate how assessment data are being used to make decisions about program improvements.

 

For each finding, indicate whether the finding is a strength or limitation. Provide information about any remedies implemented to address limitations and any follow-up to the remedy.

 

Finding (date)

Remedy (date)

Follow-Up (date)

Resolved?

 

 

 

 

 

 

 

 

 

 

 

Objective:

  1. Generate rewarding career development in biomedical science and interest in lifelong learning.

 

Outcome:

  1. Employment in clinics and basic research laboratories, industrial laboratories and federal agencies.

 

Tracks:

Biomedical sciences major

 

Assessment Plan Review Process:

3-year cycle based on the fall-spring academic year (item numbers refer to assessment measures from Table 2 of our assessment plan):

 

Fall 2003

1.   National content test to seniors (21 students in each major = 63 students).

2.   Pre-test/post-test evaluation in BIOS 150/151 sequence (21 students)

3.   Start to implement course-embedded measures (all students)

 

Spring 2004

  1. Develop and implement information literacy test (with Waldo library – 21 students).
  2. Analysis of writing-intensive classes (3 classes = 63 students)

 

Fall 2004

  1. Initiate portfolio requirement (all majors)

7.   Capstone course evaluation

 

Spring 2005

  1. Start student surveys
  2. Start employer (and graduate school) surveys
  3. Start alumni surveys

 

Fall 2005

  1. Prepare report of analyzed data and recommendations
  2. Design curriculum changes

 

Spring 2006

  1. Implement curriculum changes
  2. Evaluate assessment program

 

Assessment Methods for Outcome 7.2:

 

Method

Criterion

Schedule

Feedback Loop

9. Employer surveys

To be developed

Annually

Assessment Committee report to Curriculum committee and faculty and chair

10 Alumni surveys

To be developed

Annually

Assessment Committee report to Curriculum committee and faculty and chair

 

 

Findings for Outcome 7.2:

Findings should indicate how assessment data are being used to make decisions about program improvements.

 

For each finding, indicate whether the finding is a strength or limitation. Provide information about any remedies implemented to address limitations and any follow-up to the remedy.

 

Finding (date)

Remedy (date)

Follow-Up (date)

Resolved?

 

 

 

 

 

 

 

 

 

 

 

Objective:

  1. Generate rewarding career development in biomedical science and interest in lifelong learning.

 

Outcome:

  1. Pre-professional training for entry into clinical areas such as physician assistant, pharmacy, & physical therapy.

 

Tracks:

Biomedical sciences major

 

Assessment Plan Review Process:

3-year cycle based on the fall-spring academic year (item numbers refer to assessment measures from Table 2 of our assessment plan):

 

Fall 2003

1.   National content test to seniors (21 students in each major = 63 students).

2.   Pre-test/post-test evaluation in BIOS 150/151 sequence (21 students)

3.   Start to implement course-embedded measures (all students)

 

Spring 2004

  1. Develop and implement information literacy test (with Waldo library – 21 students).
  2. Analysis of writing-intensive classes (3 classes = 63 students)

 

Fall 2004

  1. Initiate portfolio requirement (all majors)

7.   Capstone course evaluation

 

Spring 2005

  1. Start student surveys
  2. Start employer (and graduate school) surveys
  3. Start alumni surveys

 

Fall 2005

  1. Prepare report of analyzed data and recommendations
  2. Design curriculum changes

 

Spring 2006

  1. Implement curriculum changes
  2. Evaluate assessment program

 

Assessment Methods for Outcome 7.3:

 

Method

Criterion

Schedule

Feedback Loop

9. Employer surveys

To be developed

Annually

Assessment Committee report to Curriculum committee and faculty and chair

10 Alumni surveys

To be developed

Annually

Assessment Committee report to Curriculum committee and faculty and chair

 

 

Findings for Outcome 7.3:

Findings should indicate how assessment data are being used to make decisions about program improvements.

 

For each finding, indicate whether the finding is a strength or limitation. Provide information about any remedies implemented to address limitations and any follow-up to the remedy.

 

Finding (date)

Remedy (date)

Follow-Up (date)

Resolved?

 

 

 

 

 

 

 

 

 

 

 

Objective:

  1. Propose ways to advance knowledge in biology.

 

Outcome:

  1. Ability to write proposals to fund research or develop new programs that apply biological concepts and knowledge.

 

Tracks:

  1. Master of Science in Biological Sciences
  2. Doctor of Philosophy in Biological Sciences

 

Assessment Plan Review Process:

3-year cycle based on the fall-spring academic year (item numbers refer to assessment measures from Table 2 of our assessment plan):

 

Fall 2003

1.   National content test to seniors (21 students in each major = 63 students).

2.   Pre-test/post-test evaluation in BIOS 150/151 sequence (21 students)

3.   Start to implement course-embedded measures (all students)

 

Spring 2004

  1. Develop and implement information literacy test (with Waldo library – 21 students).
  2. Analysis of writing-intensive classes (3 classes = 63 students)

 

Fall 2004

  1. Initiate portfolio requirement (all majors)

7.   Capstone course evaluation

 

Spring 2005

  1. Start student surveys
  2. Start employer (and graduate school) surveys
  3. Start alumni surveys

 

Fall 2005

  1. Prepare report of analyzed data and recommendations
  2. Design curriculum changes

 

Spring 2006

  1. Implement curriculum changes
  2. Evaluate assessment program

 

Assessment Methods for Outcome 6.1:

 

Method

Criterion

Schedule

Feedback Loop

6. Portfolio evaluation

To be developed

Annually

Assessment Committee report to Curriculum committee and faculty and chair

 

 

Findings for Outcome 6.1:

Findings should indicate how assessment data are being used to make decisions about program improvements.

 

For each finding, indicate whether the finding is a strength or limitation. Provide information about any remedies implemented to address limitations and any follow-up to the remedy.

 

Finding (date)

Remedy (date)

Follow-Up (date)

Resolved?

 

 

 

 

 

 

 

 

 

 

 

Objective:

  1. Propose ways to advance knowledge in biology.

 

Outcome:

  1. Foster ownership of ideas, research, concepts, knowledge and effort.

 

Tracks:

  1. Master of Science in Biological Sciences
  2. Doctor of Philosophy in Biological Sciences

 

Assessment Plan Review Process:

3-year cycle based on the fall-spring academic year (item numbers refer to assessment measures from Table 2 of our assessment plan):

 

Fall 2003

1.   National content test to seniors (21 students in each major = 63 students).

2.   Pre-test/post-test evaluation in BIOS 150/151 sequence (21 students)

3.   Start to implement course-embedded measures (all students)

 

Spring 2004

  1. Develop and implement information literacy test (with Waldo library – 21 students).
  2. Analysis of writing-intensive classes (3 classes = 63 students)

 

Fall 2004

  1. Initiate portfolio requirement (all majors)

7.   Capstone course evaluation

 

Spring 2005

  1. Start student surveys
  2. Start employer (and graduate school) surveys
  3. Start alumni surveys

 

Fall 2005

  1. Prepare report of analyzed data and recommendations
  2. Design curriculum changes

 

Spring 2006

  1. Implement curriculum changes
  2. Evaluate assessment program

 

Assessment Methods for Outcome 6.2:

 

Method

Criterion

Schedule

Feedback Loop

6. Portfolio evaluation

To be developed

Annually

Assessment Committee report to Curriculum committee and faculty and chair

 

 

Findings for Outcome 6.2:

Findings should indicate how assessment data are being used to make decisions about program improvements.

 

For each finding, indicate whether the finding is a strength or limitation. Provide information about any remedies implemented to address limitations and any follow-up to the remedy.

 

Finding (date)

Remedy (date)

Follow-Up (date)

Resolved?

 

 

 

 

 

 

 

 

 

 

 


 

Appendix 1: Graphical results of assessment measures

 

 

Measure 2. Pre-test/post-test evaluation

 

Course:            BIOS 150 Molecular and Cellular Biology


Instructor:       Dr John Geiser


 

 

 


Course:            BIOS 202 Botany

Instructor:       Dr Todd Barkman

 

 

 

 

 

Measure 3. Course-embedded measures

 

Course:            BIOS 270 Life Science for Elementary Educators II

Instructor:       Dr David Rudge

 

 

Overall Course Goals

1.     Students will understand why it is important for children to learn biology.

2.     Students will learn about biology by doing biology rather than reading about it.

3.     Students will be able to reflect upon the nature and practice of biology as a process rather than a body of disconnected facts to be memorized.

4.     Students will be better able to make decisions concerning what concepts in biology are the most important for children to learn.

5.     Students will reflect upon how they themselves learn biology and the implications of these reflections for how it should be taught..

 

Course Objectives

1.     re. Goal 1, students will be familiar with the Benchmarks for Scientific Literacy in the context of genetics, molecular and cell biology (course pack pp. 85-88 and 143-147).

2.     re. Goals 2 and 3, students will reason as a biologist would about a mystery disease from the perspective of six different subdisciplines in biology through a combination of in class activities and reflective essays associated with the third unit.

3.     re. Goal 3, students will be able to describe fundamental tenets of the nature of science and the nature of inquiry within the discipline of biology (e.g. role of observation and inference, empirical basis, role of creativity, validity of claims, multiple methods, among others) (course pack pp. 9-12).

4.     re. Goal 3, students will be able to relate current science activities and historical science episodes in support of their views of nature of science and scientific inquiry.

5.     re. Goals 3 and 4, students will be familiar with some of the fundamental concepts, developments, and reasoning strategies used in genetics, molecular and cell biology such that they are able to solve problems by reasoning as biologists would in these subdisciplines in open ended problem solving environments using computer simulations, other class activities and discussions, and also background readings.

6.     re. Goal 4, students will be able to diagram how key concepts in the biological subdisciplines of genetics, molecular and cell biology, and the capstone unit (course pack pp. 89-91, 149-152, 227-228) are related to one another using concept maps and also intelligently use them in the solving of exam problems.

7.     re. Goal 5, students will become familiar with common misconceptions children have about concepts and processes in the subdisciplines of molecular and cell biology both with reference to background readings (course pack pp. 183-185) and their own experiences interviewing a child about his/her understanding of a biological phenomenon (Student Conceptions Assignment, course pack pp. 17-56).

 

 


Measure 3. Course-embedded measures

 

Course:            BIOS 4560 Tropical Biology

Instructor:       Dr Stephen Malcolm

 

 

Goal

To develop an appreciation for ecological interactions among organisms in a biologically diverse tropical environment.

Objective

To achieve this goal through hands-on field research in both marine and terrestrial habitats, discussion, readings and the analysis and communication of research results.

Outcome 1

Appreciate biological diversity in both marine and terrestrial habitats

Outcome 2

Understand ecological interactions among species in both marine and terrestrial habitats.

Outcome 3

Make accurate observations.

Outcome 4

Develop testable hypotheses.

Outcome 5

Design simple experiments to test hypotheses in the field.

Outcome 6

Implement research methods in the field.

Outcome 7

Think analytically.

Outcome 8

Communicate and interpret observations and research through scientific presentation and discussion.

 

 

Measure 3. Course-embedded measures

 

Course:            BIOS 559 Neurobiology

Instructor:       Dr John Jellies

 

 

Overall course goal

To develop an appreciation for the integrative nature of neural function in all metazoans, including humans, at levels that span physics, molecular, biochemical, cellular, tissue, systems, behavioral and perceptual analyses through lecture, discussion, reading, multimedia and quantitative approaches.

Objective 1

Analytical thinking (mentally dissecting problems and organizing them)

Objective 2

Synthetic thinking (mentally generalizing and recombining information in novel ways)

Objective 3

Mechanistic thinking (appreciating cause and effect and distinguishing fallacy)

Objective 4

Discipline-specific knowledge base (neuronal structure, function and complex associations)

Objective 5

Communication of ideas (conveyance of understanding)

Objective 6

Hypothesis and prediction testing (using inductive and deductive logic in analysis)

Objective 7

Behavioral and perceptual basis (foundation of thinking, behaving, perceiving)

Objective 8

Integrative and interdisciplinary synergy (applying different levels of analysis to others and seeing how this deepens understanding and generates novel ideas)

 

 

Measure 3. Course-embedded measures

 

Course:            BIOS 561 Pharmacology

Instructor:       Dr John Spitsbergen

 

 

Overall Goal: The primary concern of this course is to understand biological aspects of human pharmacology. By the end of the course students should be familiar with language used to describe pharmacological concepts and to understand how a variety of different drugs exert their effects in humans.

Objective 1: Learn language and terms used to describe pharmacology.

Objective 2: Become familiar with drug receptor interactions.

Objective 3: Become familiar with dose response curves.

Objective 4: Become familiar with processes controlling duration of action for drugs.

Objective 5: Become familiar with mechanisms of drug metabolism and elimination.

Objective 6: Be able to describe items 2-6 above for a variety of therapeutic agents used by humans.

 

 

Measure 3. Course-embedded measures

 

Course:            BIOS 574 Developmental Biology

Instructor:       Dr Christine Byrd

 

 


 

GOALS:

1. The first goal of the course is to understand the cellular, molecular, and genetic mechanisms involved in the formation of different cell types, tissues, and organs.

2. The second goal is to develop the students’ abilities to think critically and to solve problems effectively by developing their analytical and conceptual skills.

3. The third goal is to give students experience with classical and modern experimental techniques used in developmental biology.

4. The fourth goal is to expose students to the diversity of animal life and the evolutionary conservation of developmental processes.

 

OBJECTIVES:

1. By the end of this course, students will understand basic concepts in animal development.

2. They will be able to use examples from invertebrate and vertebrate model systems to illustrate these concepts.

3. They will gain an understanding of the diversity of animal life and of relationships between seemingly disparate animal species.

4. Students will have experience with breeding and rearing embryos of sea urchins, flies, chicks, frogs, and fish.

5. They will have had the opportunity to experimentally manipulate embryos and to analyze the results of their manipulations.

6. Finally, they will be familiar with many of the genes involved in various developmental processes.

 

Measure 3. Course-embedded measures

 

Course:            BIOS 597 Bioethics

Instructor:       Dr John Geiser

 

 

Objective #1 Promote familiarity with a wide range of methods and techniques relevant to applications of Biological Sciences and Biomedical Ethics.

Objective #2 Acquire the ability to reflect upon and discuss the nature of biology as a science and its historical, philosophical and ethical impact on humanity and the environment.

Objective #3 Understand and appreciate that ethical conduct in science is a goal of most researchers and medical personnel, but it is rarely straightforward in application.

Objective #4 Learn to appreciate the complexity of bioethical issues and their impact upon our social and governmental discourse.

 

 

Measure 3. Course-embedded measures

 

Course:            BIOS 597 Sensory Systems

Instructor:       Dr Cindy Linn

 

 

 


Measure 3. Course-embedded measures

 

Course:            BIOS 597 Proteins as Biological Machines

Instructor:       Dr Brian Tripp

 

 

Part A. Overall course goal and content:

The evaluation and grading philosophy of this course is to emphasize a broad understanding of the diversity of protein structure and biological function and become familiar with a number of case studies of how specific proteins function in nature and how some proteins are used in biotechnology and biomedical applications.

Part B. Specific Course Objectives:

Objective 1: Learn the nomenclature, structures, and solubility properties of the 20 common and other 3 known uncommon amino acids used as monomer building blocks in the synthesis of proteins.

Objective 2: Gain a basic understanding of protein solubility, stability and how protein structures are experimentally determined using x-ray crystallography and NMR.

Objective 3: Understand how Sequence Denotes Consequence: Understand the evolutionary and physical chemistry relationships between amino acid sequence, different degrees of protein folded structure (secondary, tertiary, quaternary) and biological function.

Objective 4: Be able to apply basic chemical principles of molecular structure, thermodynamics, chemical bonding, ionization, kinetics in the folding and stability of globular proteins and the function of catalytic enzymes.

Objective 5: Understand the principles of molecular recognition as how it applies to the formation and function of oligomeric proteins, enzyme-substrate binding and catalysis, avidin-biotin, antibody-antigen interactions, hormone-receptors systems, membrane proteins such as porins and ion channels, and molecular motors such as bacterial flagella and actin-myosin.

Objective 6: Learn to use online databases such as NCBI (Pubmed) and molecular graphics applications such as SwissPDBViewer, PyMol, VMD to view and analyze protein structures available in the Protein Data Bank.

Objective 7: Understand commercial applications of antibodies, protease enzymes, fluorescent proteins, avidin-biotin systems in medical diagnostic and industrial biotechnology applications.

Objective 8: Please rate and comment on how you view the Scientific Literature Review Assignment as part of the course.

 

 

Measure 3. Course-embedded measures

 

Course:            BIOS 611 Eukaryotic Cell Biology

Instructor:       Dr Bruce Bejcek

 

 

1) Develop an overview of the principles and information of cell biology

2) Develop an ability to apply this material to the interpretation of experimental results from the scientific literature

 

Measure 3. Course-embedded measures

 

Course:            BIOS 615 Ecology

Instructor:       Dr Stephen Malcolm

 

 

Overall course objective:

To appreciate how the science of ecology is used to describe the distributions and abundances of organisms through deductive research on the dynamics of biological interactions at different scales of time and space, from molecules to collected ecosystems.

Learning outcome 1

Demonstrate knowledge of ecological processes and examples.

Learning outcome 2

Comprehend theories about how organisms interact.

Learning outcome 3

Apply ecological principles to biological problems.

Learning outcome 4

Use ecological models in the analysis of biological problems.

Learning outcome 5

Synthesize and evaluate biological problems from an ecological perspective.