DEPARTMENT OF BIOLOGICAL SCIENCES
ASSESSMENT REPORT
JUNE 15, 2000
Learning objectives for majors in Biological Sciences were identified using the core courses taken by all majors (attached). The learning objectives include both content objectives (Part I) and skills objectives (Part II).
2. Learning Objectives and Course Content. Each of the core courses was surveyed to determine how much each learning objective was a goal of the course (attached).
3. Information from Indirect Strategies to Assess Learning Objectives. Since its self-study the Department conducted focus groups and exit interviews in spring of 1997 and a student program assessment survey in spring of 1999. Questions for the focus groups, exit interviews and student program assessment survey were specific as well as open-ended. Information from students on advising and the opportunity to do undergraduate research was used, in part, to make changes in the program (see #5 below).
4. Plans for Implementing Assessment of Student Learning Objectives.
The Department will assess writing in the major (Learning Objectives, Part II, Objectives 1 and 2). In order to devise a plan for assessing writing in the major, the Department’s Ad-hoc Assessment Committee, developed a questionnaire (attached) concerning the nature of the writing assignments given by each instructor in each of the core courses (BIO 10, 11, 12, 121, 139, 160, 184). The Chair interviewed all full-time and part-time faculty who taught each core course during the 1999-00 academic year to ascertain the types of writing assignments given by each instructor in each core course. A summary of the writing assignments given in each core course is attached. The Ad-hoc Assessment Committee also developed six writing goals/objectives for majors. The goals/objectives are: 1) proper use of grammar/syntax; 2) proper use of scientific vocabulary; 3) can present logical/sequential argument; 4) can integrate and apply information from resources; 5) can draw inferences from information and analyze data presented; and 6) can clearly communicate and critically present meanings of scientific findings. The Ad-hoc Assessment Committee also developed a rubric for assessing each of the objectives/goals. The objectives/goals and assessment rubric is attached.
Writing assessment will begin in the fall 2000 semester and continue each semester thereafter. The six members of the Ad-hoc Assessment Committee will be responsible for conducting the assessment. Three members of the Ad-hoc Assessment Committee will assess writing in the lower division core courses (BIO 10, 11, 12); the other three members of the Committee will be responsible for assessing writing in the upper division core courses (BIO 121, 139, 160, 184). The Committee will use the writing assignments that are common to all or a majority of the instructors in each core course. Written exam questions will be assessed in BIO 10, 11, and 12. Informal journal-type writing can also be assessed in BIO 12. Abstracts will be used in BIO 121, written exam questions in BIO 139, and term papers in BIO 160 and BIO 184. At the start of each semester, the Committee will determine the number of writing samples that need to be assessed in each core course in order to be statistically accurate. Each instructor in each core course will be asked to provide a copy of X samples of a writing assignment prior to their grading the assignment. The only information the instructor will be asked to provide is whether the writing sample is from an ESL student. Each writing assignment will be assessed using the assessment rubric. The results for each writing assignment from each instructor will be tallied and averaged. The overall results for each core course will also be averaged. It will probably be necessary to separate ESL students from non-ESL students.
The Ad-hoc Assessment Committee will present the writing assessment results to the Department during at least one faculty meeting each semester devoted solely to assessment. Assessment will also be a major topic at Department retreats held at the beginning of each semester in August and January. Initially, the Department would like to determine how satisfied it is with writing at the lower division and upper division levels. We also want to identify any areas of weakness in terms of the writing goals/objectives. Based upon the assessment of writing goals/objectives, the Department will strengthen the areas identified to be weak (e.g., increase writing in the core courses, make the writing assignments more specific, etc.).
In addition to gathering data on writing in the major in the 2000-2001 academic year, the Department will develop more specific student learning outcomes for all of the learning objectives. The Department will also develop a plan for assessing computer skills/informational competency.
The Department will use the writing assessment information to make changes in writing. It will also continue to implement assessment of writing. The Department will also implement assessment of computer skills/informational competency. The Department will also identify a content area or areas it wants to assess and develop a plan for doing so.The Department will continue to implement assessment of writing and use the information to make changes in the curriculum. It will use the information on assessment of computer skills/informational competency to make changes in the curriculum. The Department will implement assessment of content.
5. Changes in Major Advising and the Honors Program. The Department has been concerned that students do not regularly see an advisor. This was reinforced by the comments students made in the focus groups and exit interviews. During the 1999-2000 academic year, the Department instituted mandatory advising for all majors. Majors are required to see a Department advisor at least once a year. Students are sent a letter in the fall indicating the importance of advising and that they must see an advisor once during the academic year or a registration hold will be placed on them. When students first visit an advisor they are given a folder in which to keep their advising materials. Department advisors print out a copy of their transcripts and prepare an academic plan that allows the student to progress toward their degree in a timely manner. Some Department advisors are also doing GE advising. The Department has prepared a list of recommended GE courses for majors in Biological Sciences. Students also indicated in focus groups and exit interviews that they felt there were not enough opportunities to do undergraduate research. The Honors Program in Biological Sciences has been strengthened. A new faculty member (Ann Motekaitis) is now in charge of the program. She advises students who are interested in the Honors Program and recruits faculty mentors to sponsor student research projects. Prior to fall 1998, only one student per year was in the program. In 1998-1999, seven students completed the program and in 1999-2000, eleven students completed the program. Interest in the program is growing among students, and we expect even more students to be involved in 2000-2001. We have restructured the Honors Program effective with the 2000-02 catalogue. Students will take BIO 198A (Honors Prosseminar and Research) in the fall. During the fall semester they define their project and begin their research. The research is completed in the spring during BIO 198B (Honors research and Seminar). Under the restructured program, it will now be possible for a student to have enough data to enter the CSU Undergraduate Research Competition which is held every spring semester.
PART I
CONTENT OBJECTIVES
Majors have an understanding of the representative organisms of the major taxonomic groups: Eubacteria, Archaebacteria, Protista, Fungi, Plantae, Animalia.
Majors understand the characteristics that unite living organisms and distinguish them from non-living entities and, at the same time, understanding the diversity that exists among organisms.
Majors understand how similarities and differences among organisms form the basis for systematics and serve as a means of categorizing and naming organisms.
Majors understand the relationship between structure and function at all levels of organization: molecular, cellular, organismal, population, community, and ecosystem.
Majors understand the physical and chemical properties of organisms and processes that occur in living things.
Majors understand the cellular basis of life.
Majors understand the nature and function of the gene and how the flow of genetic information in the cell, in the organism, and in the population.
Majors understand the homoestatic control mechanisms that allow organisms to respond to changes in the internal and external environment.
Majors understand the interdependence and interrelationships among organisms and between organisms and their environment.
Majors understand the origin of life and the process of evolution.
Majors have an understanding of the historical background leading to contemporary views on major biological topics and an awareness of the dynamic process of scientific inquiry.
DEVELOPMENT OF AN UNDERSTANDING OF THE SCIENTIFIC PROCESS
Majors are able to understand communications about biology through diagrams, pictures, graphs, mathematical representations and the written word. Majors are able to communicate this understanding to others.
Majors have developed and can use scientific vocabulary.
Majors can access sources of information and data.
Majors understand experimental design and understand that experiments are tests in limited and defined situations. This means that majors can design and implement an experiment with adequate controls that test the hypothesis.
Majors have competence in various observation methods and have data acquisition skills.
Majors are able to draw inferences from sets of information and can analyze data presented.
Majors have problem solving skills.
Majors can use instruments commonly used in the discipline.
