Introduction:
Within the Department of
Biological Sciences, 19 faculty members teach, advise and mentor 900
undergraduate majors distributed among 3 topic areas, and 70 graduates in one
doctoral and two masterÕs programs.
In addition, we serve minors and both liberal and general education
distributions throughout the university.
Assessment of our programs takes the form of how effectively we meet
our intended student learning outcomes, and how we use this information to
improve the design and implementation of our curricula and departmental
infrastructure. We view assessment
as a continual process of program design based on a clear mission with
implementable goals, objectives and student learning outcomes. This plan is followed by application of
assessment tools, followed by data collection and analysis that leads to
program revision and redesign as illustrated in Figure 1.
Figure 1. Assessment cycles leading to
Departmental program quality improvement.
Our definitions of goals and objectives and their relationship to our
mission are given in Appendix 1.
In this plan we present our timeline for implementation of assessment
tools to measure the effectiveness of our student learning outcomes in both
undergraduate and graduate programs.
Our three undergraduate majors with approximately 900 students are:
(1) Biology, (2) Biomedical
Sciences and (3) Biology-Secondary Education.
Our 70 graduate students are distributed among three programs:
(1) Master of Science in Biological Sciences, (2) Master of Science in
Molecular Biotechnology, and (3) Doctor of Philosophy in Biological Sciences.
This gives a total of six
programs with student learning outcomes that are included in this assessment
plan.
1. Biology Major
(BIO):
32 hours of BIOS courses with cognates in chemistry, physics and
mathematics. Biology courses
include 2 introductory, 4 intermediate level, 2 advanced interest courses and a
capstone experience.
Undergraduate Catalog (2001-2003): ÒThe
Biology Major explores the broad spectrum of the life sciences with
opportunities to study botany, zoology, ecology, and physiology. Students completing this major should
be prepared for one or more of the following goals: (1) graduate study toward
an advanced degree in the Biological Sciences, i.e. M.S., or PhD.; (2)
employment in state or federal government service, industry, laboratory or
technical work; (3) advanced study at the professional level.Ó
2. Biomedical
Sciences Major (BMS): 34 hours of BIOS courses with cognates in chemistry, physics
and mathematics. Biology courses
include 2 introductory, 4 intermediate level, 2 advanced interest courses and a
capstone experience.
Undergraduate Catalog (2001-2003): ÒThe
Biomedical Sciences Major is designed to explore the human, molecular, and
cellular aspects of the life sciences, with the opportunity to study cell
biology, genetics, microbiology, molecular biology, neurobiology, and
physiology.
The specific objectives of the Biomedical Sciences major include: (1)
providing basic training for employment in clinics and basic research
laboratories, industrial laboratories, as well as state and federal agencies;
(2) producing highly qualified students for advanced training at the
graduate-professional levels, i.e. M.S., Ph.D., M.D., D.D.S., D.O.M., D.P.M.,
or D.V.M.; and (3) pre-professional training for such clinical areas as
physician assistant, pharmacy, and physical therapy.Ó
3. Biology Major Ð
Secondary education curriculum (SED): 36 hours of BIOS courses, including 2
introductory, 6 intermediate level, 1 advanced interest course and a capstone
experience.
4. Master of Science
in Biological Sciences: through either thesis or non-thesis options with 33 hours of
course work, including 3 out of 6 core courses and a colloquium requirement (11
h), electives (16h) and research (6h).
Graduate Catalog
(2002-2004): ÒThe Master of Science in Biological Sciences enhances
studentsÕ ability to plan, conduct, analyze, and report original research. Course work increases studentsÕ
scientific preparation and supports their research. Through the advice of the studentÕs major advisor, efforts
are made to choose courses to meet individual needs and interests. The degree may serve as preparation for
continued graduate or professional study or for positions in the private or
public sector. Thesis and
non-thesis options are offered.
5. Master of Science
in Molecular Biotechnology: (High throughput screening option) 33 hours of
course work with 11 h of required courses in biology, chemistry and statistics,
16 h of electives and 6h of research including an internship.
Graduate Catalog
(2002-2004): ÒThe Master of Science in Molecular Biotechnology is designed
to provide students with training and experience in areas of biology and health
sciences that require cross-disciplinary skills due to the large volumes of
information collected during research.
The High Throughput Screening Option provides training and experience in
concepts and methods from molecular and cellular biology, chemistry, instrumentation,
and statistics to rapidly screen vast chemical libraries for biological
activities. This process is an
important component of pharmaceutical and biotechnology research and
development.
6. Doctor of
Philosophy in Biological Sciences: 61 hours of course work, including 4 out of 6
core courses (12h), electives (9h), a colloquium requirement (3h), laboratory
rotations (3h), teaching experience (4h) and research (30h).
Graduate Catalog
(2002-2004): ÒThe Doctor of Philosophy in Biological Sciences at Western
Michigan University offers a unique combination of traditional research
experience, breadth of course work, and training in effective communication of
scientific concepts. This program
is specifically designed for students who wish to pursue careers in the
biological sciences that require excellence in both teaching and research. In addition, the pedagogy requirements
also provide excellent training for careers in government and industry.
1.
Departmental
Mission Statement:
Our
mission is to provide the best possible education in the biological sciences
that emphasizes breadth of student learning through the evaluation, analysis
and application of comprehended knowledge. We intend that our students will become productive and
informed participants in society and that they will be appreciated for their
skills and ability to understand and communicate the significance of biological
concepts, techniques and applications.
Departmental Goals:
(a) To generate a strong appreciation for:
¥ research and scientific methodology
¥ the nature of living organisms
¥ mechanisms of life function
¥ interactions among organisms and with their
environments
(b) To promote understanding of:
¥ hierarchical levels of organization
¥ diversity
¥ evolutionary change
(c) To develop:
¥ critical thinking
¥ skills necessary for continued intellectual
growth
¥ desire for lifelong learning
2.
Program
quality objectives:
Students completing degree programs in Biological
Sciences at WMU will have basic knowledge of factual and conceptual information
in biology, and they will know how to critically interpret that information
with the help of the Òscientific method.Ó
Students will also learn how to retrieve and evaluate scientific
information and to keep abreast of new sources of information being made
available by advancing technology.
These skills will be used to develop the ability to communicate the
biological sciences effectively through oral, written and visual media in both
informal and formal settings.
Our specific objectives for all majors and graduate programs
are:
1.
Provide knowledge content across the full range of biology.
2.
Generate understanding of concepts in biology.
3.
Integrate knowledge across biological sub disciplines.
4.
Understand and use scientific methodology.
5.
Foster critical thinking.
6.
Propose ways to advance knowledge in biology (graduate only).
7.
Rewarding career development and interest in lifelong learning.
Descriptions of our objectives:
1.
Provide knowledge content across the full range of biology.
Biological
Sciences majors and graduate students will be knowledgeable about molecular,
cellular, physiological, behavioral, ecological and evolutionary levels of
biological organization. Knowledge
emphases will be relevant to each of the six programs in Biological Sciences.
2.
Generate understanding of concepts in biology.
Students will
understand the concepts that structure our understanding of biological function
within this organizational hierarchy.
Our students will also garner a perspective for the historical
development of understanding through the investigative use of science.
3.
Integrate knowledge across biological sub disciplines.
Through our
curriculum structure we intend that our students will make links among classes
to understand how knowledge can be used to promote application, analysis,
synthesis and evaluation of concepts towards deeper appreciation for the nature
of life on earth.
4.
Understand and use scientific methodology.
Biological
Sciences students will have a fundamental understanding of how to apply the Scientific
Method of investigation to hypothesis generation, testing, analysis and
communication, and develop basic laboratory or field skills in their area of
interest or expertise. Students
will be expected to communicate effectively in oral, written and visual forums
with use of writing, speaking and technological techniques. Students will be expected to be able to
communicate syntheses of biological materials as well as critiques and the
results of their own investigations.
5.
Foster critical thinking.
Biological
Sciences students will be expected to develop problem-solving skills through
the use of critical thinking, quantitative measurement and analysis in seminar
classes, laboratory classes, writing exercises in lecture classes, and in
mentored research experiences.
6.
Propose ways to advance knowledge in biology.
Students in
our graduate programs will be expected to be able to write research proposals
to fund new research or develop new programs that apply biological concepts and
knowledge. Our students will also
be encouraged to appreciate ownership of their own intellectual property
through recognition of their abilities and efforts to generate ideas, research,
concepts and knowledge.
7.
Generate rewarding career development and interest in lifelong
learning.
Graduates of both our
undergraduate and graduate programs will be expected to use their learning to
develop a rewarding career with an emphasis on some aspect of biology and an
interest in continued learning throughout their lives.
3.
Student
learning outcomes:
Our student learning outcomes have been developed based on BloomÕs
hierarchical taxonomy of the cognitive domain as summarized in Appendix 2.
Using this structure we have developed a classification of our learning
objectives and expected outcomes that are common to all of our six programs
(Table 1).
These objectives and their learning outcomes have then been used to
generate course matrices for our undergraduate and graduate programs as shown
in Appendix 3. These matrices help
us to identify redundancies or duplications in our learning programs.
Table 1. Goals/objectives, expected outcomes and
level of knowing. Objectives are
ordered according to increasing levels of BloomÕs cognitive hierarchy.
Goal/objective
|
Expected outcome |
Level of Knowing |
|
1. Provide knowledge content across the full range of biology |
1. Demonstrated knowledge of form,
function, mechanism, organization, scale, hierarchy, diversity and evolution |
1.
Knowledge |
|
|
2. Ability to retrieve information
from databases |
1.
Knowledge 2.
Comprehension |
|
2. Generate understanding of concepts in biology |
1. Ability to use knowledge
foundation to illustrate concepts and compare examples. |
2.
Comprehension 3.
Application 4.
Analysis |
|
|
2. Ability to communicate
knowledge and concepts both in writing and orally. |
1.
Knowledge 2.
Comprehension 3. Application |
|
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. |
2.
Comprehension 3.
Application |
|
4. Understand and use scientific methodology |
1. Ability to interpret
observations through the creation, testing, analysis and communication of
parsimonious hypotheses. |
4.
Analysis |
|
|
2. Ability to design both
laboratory and field experiments |
1.
Knowledge 2.
Comprehension 3.
Application |
|
|
3. Ability to perform Good
Laboratory Practice. |
2.
Comprehension 3.
Application 4.
Analysis |
|
|
4. Ability to inspect data and
apply basic statistics to their analysis and communication. |
1.
Knowledge 2.
Comprehension 3.
Application 4.
Analysis |
|
|
5. Appreciation for ethical
conduct in science. |
1.
Knowledge 2.
Comprehension 3.
Application 4.
Analysis 5.
Evaluation |
|
|
6. Promote familiarity with a
range of methods and techniques relevant to application of the biological
sciences. |
1.
Knowledge 2.
Comprehension 3. Application |
|
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.
Synthesis 5.
Evaluation |
|
5. Foster critical thinking |
1. Ability to determine the veracity
and value of published information |
5.
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 |
5.
Synthesis |
|
|
2. Foster ownership of ideas,
research, concepts, knowledge and effort. |
5.
Evaluation |
1.1.
Demonstrated knowledge of form, function, mechanism, organization, scale,
hierarchy, diversity and evolution
This learning
outcome is based on knowledge content within each of our six programs. Each program varies according to this
knowledge base and so assessment will be program-specific.
1.2. Ability to retrieve
information from databases.
Information
Retrieval: Student abilities to find and evaluate information are an integral
part of preparing scientific papers and seminars. This skill will be assessed as part of the writing-intensive
classes (BIOS 301, 319 or 350) and with an information literacy test prepared
in collaboration with the Waldo Library.
2.1.
Ability to use knowledge foundation to illustrate concepts and compare
examples.
This learning
outcome is based on the integration of knowledge content to develop and
illustrate biological concepts.
2.2. Ability to communicate
knowledge and concepts both in writing and orally.
Student
progress in communication skills will be assessed by instructors in the
designated writing intensive courses at the sophomore/junior level (highlighted
300-level courses in Appendix 3) and again at the senior level (senior
seminar). Oral communication
skills will be assessed by incorporating a public presentation component into
the capstone experience that will be evaluated by faculty.
3.1.
Ability to make links among classes and sub disciplines so that information can
be used for deeper comprehension.
This learning
outcome is an important reflection of curriculum structure. We think it is important to integrate
information, concepts and applications across classes to promote deeper
comprehension and synthesis.
4.1.
Ability to interpret observations through the creation, testing, analysis and
communication of parsimonious hypotheses.
Will be
assessed with course-embedded measures and surveys of employers and alumni once
students use their expertise in employment or graduate school.
Student,
Alumni, and Employer Surveys: To further assess our objectives, we will
administer surveys to beginning students to determine their goals and
aspirations. The students will be surveyed again at the time of graduation to
determine their perception of how the biological sciences major curriculum has
advanced them toward their goals.
After students graduate, we will also survey their employers/major
advisors following graduation to assess their perception of our graduates.
4.2. Ability to design both
laboratory and field experiments.
Will be
assessed with course-embedded measures.
4.3. Ability to perform ÒGood
Laboratory Practice.Ó
Will be
assessed with course-embedded measures.
4.4.
Ability to inspect data and apply basic statistics to their analysis and
communication.
Will be
assessed with course-embedded measures.
4.5. Appreciation for ethical
conduct in science.
Will be
assessed with course-embedded measures.
4.6.
Promote familiarity with a range of methods and techniques relevant to
application of the biological sciences.
Will be
assessed with course-embedded measures.
4.7.
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.
Will be
assessed with comparison of senior seminars, capstone course evaluation,
analysis of writing-intensive classes, and portfolio evaluation.
5.1. Ability to determine the
veracity and value of published information.
Will be
assessed with portfolio evaluation.
6.1.
Ability to write proposals to fund research or develop new programs that apply
biological concepts and knowledge.
Will be
assessed with portfolio evaluation and capstone course evaluation.
6.2. Foster ownership of ideas,
research, concepts, knowledge and effort.
Will be assessed
with portfolio evaluation.
Our 7th
objective of Òrewarding career development and
interest in lifelong learningÓ does not depend upon student
learning outcomes directly.
Instead this objective depends upon how students have applied what they
have learned in our programs and so assessment of this objective involves
surveying our graduates, and their employers, as they pursue their careers and
life experiences.
Assessment measures of expected outcomes:
For each of the expected outcomes we propose to implement assessment
tools as outlined in table 2.
Table
2.
Objectives, outcomes and measurement tools for all 3 majors and graduate
programs in Biological Sciences.
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 |
1. National content test:
Commercially
available Major Fields Assessment Examination (Educational Testing Services
(ETS), Princeton) that will have the advantage of allowing comparison with
other institutions that also administer the exam. We have successfully applied this test as part of our
existing assessment program.
National
content tests will be used to assess student mastery of basic biological
knowledge in each undergraduate major.
A comprehensive exam will be administered to a sample of beginning
students and again to graduating seniors. The first testing will be part of the
BIOS 150/151 introductory sequence and the second will be part of the capstone
course BIOS 497- senior seminar.
2. Pre-test/Post-test
evaluation:
Pre-test/post-test
evaluation with local tests of knowledge content at the start and end of a
course or course sequence.
3.
Course-embedded measures:
We intend to encourage all of our faculty to use their own assessment
tools within every course for which they bear responsibility. This tool will include the
identification of specific course objectives with learning outcomes and their
evaluation on Likert scales (1-5, low to high) for students to complete at the
end of a course. This will
generate student feedback about how important each course objective and
learning outcome is and how well these objectives and outcomes were satisfied
by the instructor.
Note: Our
intent here is to focus on student learning and to ensure that data collected
from this, or any other, assessment tool are used only for this purpose. Union concerns about the use of such
data to influence faculty tenure and promotion decisions are not seen as
relevant. In addition, our
departmental Assessment Committee will recommend that all data collected for
assessment of student learning outcomes will only be used for program
improvement within the assessment cycle illustrated in Figure 1. We will also recommend that our
departmental policy statement is amended to ensure that assessment data are not
available for tenure and promotion decisions.
4. Information literacy
test (Waldo library).
This test will
be prepared in collaboration with Dr Barbara Cockrell of the Waldo Library to
assess student appreciation for information diversity, veracity and
status. This test is in
development as part of the Waldo Libraries assistance with writing-intensive
classes.
5.
Analysis
of writing-intensive classes.
Student
progress in written communication skills will be assessed by instructors in the
designated writing intensive courses at the sophomore/junior level (BIOS 301,
319 or 350) and again at the senior level (senior seminar). Sample bibliographies from term papers
and other writing assignments are being analyzed by Dr Cockrell of Science
reference in the Waldo Library.
6.
Portfolio
evaluation.
We propose to
implement a new requirement for students in all undergraduate and graduate
programs to maintain a portfolio of their collected works, products and
activities. This will be developed
as a digital web-based activity and will; be a requirement for graduation. Implementation of this requirement is
planned for the end of the first 3-year assessment cycle (see section 5 on
ÒTimeline for Data CollectionÓ below).
The portfolio will be completed as part of new capstone course
requirements.
7.
Capstone
course evaluation.
The
undergraduate capstone course will be amended to include completion of the
portfolio. Instructors of this
course will be responsible for both portfolio evaluation and capstone course
evaluation. Rubrics will be
developed to use this course to provide assessment information for use in
program revision and improvement.
8.
Student surveys:
To further
assess our objectives, we will administer surveys to beginning students to
determine their goals and aspirations. The students will be surveyed again at
the time of graduation to determine their perception of how the biological
sciences major curriculum has advanced them toward their goals.
9. Employer surveys:
After students
graduate, we will also survey their employers/major advisors following
graduation to assess their perception of our graduates (see appendix 4 for a
sample questionnaire).
10. Alumni surveys:
After students
graduate, we will also survey their employers following graduation to assess
their perception of our graduates (see appendix 4 for a sample questionnaire).
Program-specific
assessment tables:
Major-specific
objectives:
A. Biology
major (BIO)
1.
Provide knowledge content with an emphasis in organismal biology.
7. Rewarding
career development in biology and interest in lifelong learning.
B. Biomedical
Sciences major (BMS)
1. Provide
knowledge content with an emphasis in molecular, cellular and human biology.
7. Rewarding
career development in biomedical science and interest in lifelong learning.
C. Secondary
Education (SED)
The
SED program has a set of program outcomes that reflect requirements of the
State of Michigan as interpreted by the College of Education at Western
Michigan University. These
outcomes use the language described below, but where they coincide with our
departmental learning outcomes, we intend to use our own interpretation of how
to assess the outcome.
1. A sense of
professional understanding.
2. A sense of
diversity in the school environment.
3. Ability to
understand learners from a student-centered perspective.
4. Use assessment
appropriately.
5. Demonstrate
best teaching practices.
6. Self-development
and life-long learning.
Within the Biological Sciences Assessment Plan we propose to assess
only outcomes 1 and 6 (in bold) because they are provided by our curriculum and
represent our faculty expertise.
The pedagogical outcomes 2-5 (in italics) will be assessed by the
College of Education as part of their State accreditation process that reflects
their faculty expertise and mission.
We interpret outcomes 1
and 6 as equivalent to our departmental objectives 1 and 7: thus our objective 1 to Òprovide
knowledge content across the full range of biologyÓ has a similar intent to
educational outcome 1 Ð Òa sense of professional understanding.Ó Similarly, our objective 7, to Ògenerate rewarding career
development and interest in lifelong learningÓ has the same intent as
educational outcome 6 Ð Òself development and life-long learning.Ó
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 |
4.
Targeted
students:
From our approximately 900
majors we will sub sample student learning outcomes with a systematic sample of
the 7 lowest, 7 intermediate and 7 highest students registered in BIOS classes
based on their current GPA.
Samples will be taken from introductory, intermediate and advanced
courses within each major. These
sample sizes will be increased or decreased according to the ratio of standard
deviation to the mean using standard sampling methods.
The targeted students are
identified according to level and assessment tool in the following section on
the timetable for data collection.
5.
Timeline
for data collection:
3-year cycle based on the fall-spring academic
year (item numbers refer to assessment measures from Table 2):
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 Ð 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
8.
Start
student surveys
9.
Start
employer (and graduate school) surveys
10.
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
6.
Planned
uses of assessment information:
As indicated in Figure 1
and our timetable, we plan to take action in response to our analyses of the
data we gather. The assessment
program will be implemented by a permanent assessment committee that will also
be responsible for data analysis and subsequent recommendations. Recommendations will be made to both
the departmental chair and to the departmental curriculum committee. Data analysis will be used to identify
both successfully implemented learning outcomes and learning outcomes that require
improvement or increased effort.
The curriculum committee
will design curriculum changes for review and approval by the faculty followed
by implementation of the changes and modification of the assessment plan to
measure change effectiveness.
Assessment information
will also be used to make recommendations to our unit chair and College Dean
for areas where additional faculty and staff are required to implement our
mission, goals, objectives and learning outcomes to maximum effect.
7.
Assessment
responsibilities:
The assessment committee will be a permanent departmental committee of
3 faculty plus the undergraduate and graduate advisors. The committee will prepare written
recommendations to the departmental chair and departmental curriculum committee
based on their analyses of collected data. Membership of the committee will be for 2 years and will
cycle among faculty to ensure faculty ownership and overlap with the 3-year
cycle of assessment implementation.
The 2003-2005 committee consists of:
Stephen Malcolm chair
William Cobern Director,
Mallinson Institute for Science Education
John Geiser
Tammi Hoevenaar Undergraduate
advisor
John Spitsbergen Graduate
Advisor
8.
Evaluation
of assessment plan:
Effectiveness of our assessment plan will be evaluated according to our
overall assessment timetable (section 5 above) at the end of the 3-year cycle
(throughout the last semester of the cycle). Evaluation will consist of answers to the following
questions:
1.
Do identified learning
outcomes adequately address program objectives?
2.
Do assessment tools measure
the intended outcomes?
3.
Are the data sufficient
to determine the quality of learning outcomes?
4.
Is the assessment
program sufficiently comprehensive?
5.
Is the student sampling
sufficient to generate valuable data?
6.
Are there ways to
improve the program?
Answers to these questions will be used to refine the assessment
program ready for the start of the next 3-year cycle of assessment and
curriculum review.
Appendix 1: Assessment Dictionary
Goals and objectives:
(1) Goal: (Òa limit, boundary or finishing pointÓ)
Ultimate aim or purpose Ð e.g. the purpose of soccer is to win. Express results in general terms.
So this is ÒwhatÓ we are all about.
(2) Objective: (Òthe point to which the operations are directedÓ)
One or more ways to achieve your goal Ð the objective of soccer is to put the ball in the net more times than the opponent. Express results in precise terms.
So this is ÒhowÓ we achieve our goal Ð how we win.
Objectives are measurable and can be broken down into a series of objectives. So in soccer objectives could target playing tactics and strategies as well as player health and strength and fan club support and facilities etc.
For example for the Biomedical Sciences Major we might suggest these objectives much as stated in the catalog:
(1) Provide basic training for employment in:
a) clinics and basic research laboratories
b) industrial laboratories
c) state and federal agencies
(2) Provide advanced courses and experiences to prepare students for advanced training within graduate programs (M.S., Ph.D., M.D., D.D.S., D.O.M., D.P.M., or D.V.M).
(3) Provide pre-professional training for such clinical areas as physician assistant, pharmacy, and physical therapy.
However, we need to develop these objectives with sets of outcomes in mind. So if we provide basic training what do we expect in terms of student learning outcomes? This means that each objective would have a set of outcomes associated with it.
Examples from other
universities:
Here are some outcomes for the Department of Biological Sciences at Southern Illinois University at Edwardsville (they have been using assessment tools for about 20 years, coordinated by Dr Douglas Eder who is in their Department of Biological Sciences):
Baccalaureate
students in Biology will:
1.
have acquired conceptual
knowledge in the core biology courses.
2.
have demonstrated specialized
knowledge in one or more areas of basic or applied biology pertinent to
premedical science, medical technology, biology education, genetic engineering,
ecology/evolution/environment, or disciplines of advanced biology, and their
methods and techniques.
3.
have demonstrated supporting
knowledge in statistics, chemistry, physics, and/or mathematics, especially as
it applies to methods, techniques, and instrumentation used in basic or applied
biology.
4.
satisfy requirements for
admission to area graduate programs in biology, or admission to professional
(medical, dental, veterinary, podiatric, etc.) school, or ASCP certification as
medical technologist, or certification for teaching secondary biology or U.S.
Civil Service Biologist grade GS-7.
5.
be able to retrieve
information on a general or specialized biological topic and acquire knowledge
on this topic on one's own.
6.
be able to communicate orally
and in writing general or specialized biological knowledge.
7.
be encouraged, as far as
departmental and university resources will allow, to participate in
departmental and university teaching and research.
8.
be encouraged to become
cognizant of cultural, social, historical, ethical, and economic impacts and aspects
of biology, both basic and applied.
Mission:
Goals and objectives are the
statements of how to implement a mission.
So the mission of our soccer team is to be the best team possible that provides the best career and playing experience for its players and staff and the best entertainment for its fans and viewing public.
For our departmental assessment we should probably focus on objectives as being the most tangible way to be objective about what we wish to achieve for our majors.
Notes from other sources:
Goals and objectives:
"Goals [for the most part] are usually used to express intended results in general terms. Objectives are used to express intended results in precise terms. By using the language that is more comfortable to them, many faculty sidestep the distinction between goals and objectives. Some refer instead to indicators or competencies, and others refer to learning skills and sub skills. The exact language faculty use is not important. It is important that faculty reach agreement about what graduates of their programs are expected to know and be able to do and express these intended results with enough precision to guide the selection of assessment instruments" (Palomba and Banta, 1999).
The assessment site at George Mason University (http://assessment.gmu.edu/AcadProgEval/guide.shtml) says:
ÒWhatever terms one uses, it
is important that what is to be assessed is stated as clearly and as
specifically as possible. The purposed of creating learning goals are many. It
helps faculty achieve consensus about the purposes of an academic program; the
goals themselves can become the standards for what is expected of graduates of
a program. Keep in mind that program goals are dynamic and change as the
program changes and as assessment information is used as feedback.
There
are different types of learning goals; some are knowledge-based, others related
to skills, and yet others concerned with attitudes about learning. For example,
a knowledge-based goal for a speech program might be "Students will
identify the major phonemic and phonetic variants of Eastern American,
Appalachian English, Southern American, and Black English dialects." A
skill-based goal for a social science program might be, "Students will be
able to identify a problem, construct hypotheses, identify variables, construct
operational definitions, create a research design, carry out statistical
analyses and write a research report." An attitude goal for an art program
might be, "Students will attend art shows and visit galleries independent
of a course assignment and discuss their experiences in class and outside of
class."
The
three goals cited here are all measurable. Faculty may wish to include some
goals that are not so easily measured because they reflect the values of their
program and they wish to convey that message to students. The important point
is to create goals that reflect the curriculum and that students have
opportunities to master. For example, in the social science program goal noted
above, students would have to be given the opportunity to design a research
project and present their results.Ó
References:
Palomba, Catherine and Banta, Trudy. 1999. Assessment Essentials. Jossey-Bass.
Appendix 2: BloomÕs Hierarchical Taxonomy of the
Cognitive Domain
|
Level |
Definition |
Sample verbs |
Sample
behaviors |
|
1.
KNOWLEDGE |
Student recalls or recognizes information, ideas, and principles in the approximate form in which they were learned. |
Write List Label Name State Define |
The student will define the 6 levels of BloomÕs taxonomy of the cognitive domain |
|
2.
COMPREHENSION |
Student translates, comprehends, or interprets information based on prior learning. |
Explain Summarize Paraphrase Describe Illustrate |
The student will explain the purpose of BloomÕs taxonomy of the cognitive domain. |
|
3.
APPLICATION |
Student selects, transfers, and uses data and principles to complete a problem or task with a minimum of direction. |
Use Compute Solve Demonstrate Apply Construct |
The student will write an instructional objective for each level of BloomÕs taxonomy. |
|
4.
ANALYSIS |
Student distinguishes, classifies, and relates the assumptions, hypotheses, evidence, or structure of a statement or question |
Analyze Categorize Compare Contrast Separate |
The student will compare and contrast the cognitive and affective domains. |
|
5.
SYNTHESIS |
Student originates, integrates, and combines ideas into a product, plan or proposal that is new to him or her. |
Create Design Hypothesize Invent Develop |
The student will design a classification scheme for writing educational objectives that combines the cognitive, affective, and psychomotor domains. |
|
5.
EVALUATION |
Student appraises, assesses, or critiques on a basis of specific standards and criteria |
Judge Recommend Critique Justify |
The student will judge the effectiveness of writing objectives using BloomÕs taxonomy. |
Synthesis and evaluation are likely to be equivalent levels of
difficulty at the top of the hierarchy (like creativity and criticism).