Transcript Department of Biological Sciences School of Science and Technology B.S. in Biology CIP code: 260101 Program Code: 310 Program Quality Improvement Report 2009-2010

Department of Biological Sciences
School of Science and Technology
B.S. in Biology
CIP code: 260101
Program Code: 310
Program Quality Improvement Report 2009-2010
1
Student Learning Outcomes
• The specific learning outcomes needed for students to accomplish our program
objectives:
1.
2.
3.
Explain the basic structures and fundamental processes of
life at the cellular, molecular, organismal, and ecosystem
levels.
Effectively apply current technology and scientific
methodologies to collect, organize, analyze and interpret
quantitative and qualitative data.
Effectively communicate data and scientific principles in
written and oral form.
Bloom’s taxonomy
Note: This program does not have student-learning outcomes that are
mandated by an accrediting agency.
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Alignment of Learning Outcomes with
the Cameron University Mission
• All of the Biology learning outcomes are:
– designed to provide a diverse and dynamic student body
access to quality educational opportunities.
– student-centered and are met through a combination of
innovative classroom teaching and experiential learning.
– designed to prepare students for professional success,
responsible citizenship, life-long learning, and meaningful
contributions to a rapidly changing world.
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Alignment of Learning Outcomes with
the Plan 2013
• All of the Biology learning outcomes are:
– designed to provide a diverse and dynamic student body access to
quality educational opportunities.
– student-centered and are met through a combination of innovative
classroom teaching and experiential learning.
– designed to prepare students for professional success, responsible
citizenship, life-long learning, and meaningful contributions to a rapidly
changing world.
• Together these learning outcomes support the University’s plan
to be the University of Choice and the College Experience of
Choice.
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Alignment of the Learning Outcomes with the
School of Science and Technology Mission
• All of the Biology learning outcomes are designed:
– to educate students in an intellectual atmosphere based on
excellence in academic work, high ethical standards, and
exposure to latest technological advances.
– to deliver student support which gives our students the skills
and confidence to excel as lifelong learners.
– to ensure success of graduates in a diverse and ever-changing
environment.
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Alignment of the Learning Outcomes
with the Department of Biological
Sciences Mission
• All of the Biology learning outcomes are designed to:
– to provide high quality instruction to students at the
undergraduate level with emphasis on active learning,
problem solving, and critical thinking.
– to improve knowledge in various fields of biology through
research and scholarly activities.
– to achieve excellence in education.
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Measures of Learning Outcomes
1. Direct measures of student-learning:
–
–
–
–
Baseline assessment
Mid-level assessment
Major Field Assessment (MFT)
Capstone Presentation
2. Indirect measures of student-learning:
–
–
Student exit survey (to be developed)
Assessment of student employment or acceptance into
discipline related professional or graduate programs.
3. Strategies that address shortfalls in student
learning prior to graduation:
–
–
Mid-level assessment
Biology seminar
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Outcome 1 Action Plan (2009)
(Based on Multiple Learning Objectives)
Item
Time Line
Human Resources
Needed
Fiscal Resources
Needed
Develop a retention plan
to deal with student
attrition in BIOL 1364 and
1474
1 year
Entire department
Not determined
Obtain guidance in exam
validation for baseline
and mid-level
assessment exams.
1 year
Outside expertise
Entire Department
Not determined
Implement Mid-level
Capstone (BIOL 2881)
and Assessment Test
1 year
Faculty Teaching
BIOL 2881: Biology
Seminar
Not determined
Obtain peer and
aspiration institution
MFT data
1 year
PQIR committee
Money to obtain
data—$150 per
administration
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Outcome 1 Action Plan (2009) Update
• Develop a retention plan to deal with student attrition
in BIOL 1364 and 1474
– We have determined that voluntary attendance to recitation
does not help students who are doing poorly in the class.
– We have discussed the need to develop a formalized
remediation program or identify a mechanism to make
recitation a mandatory component of BIOL 1364.
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Outcome 1 Action Plan (2009) Update
• Obtain guidance in exam validation for baseline and
mid-level assessment exams.
– Several faculty members attended the multi-day seminar on
exam validation presented by the IAC.
– The information obtained from this seminar was discussed in
faculty meetings.
– We are examining the feasibility of using ACAT testing agency
for developing nationally normed midlevel assessment tools
versus redeveloping our locally developed midlevel
assessment tool.
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Outcome 1 Action Plan (2009) Update
• Implement Mid-level Capstone (BIOL 2881) and
Assessment Test
– The Mid-level Capstone is being offered for the first time
during the Fall 2010 semester.
– Students were given the Mid-level Assessment. This data is
being analyzed and will be reported during the 2011-2012
PQIR.
– Students are developing portfolios which include CVs, personal
statements, letters of application, and course materials
– Students are leading discussions on scientific ethics
– Students are identifying mentors and areas of research for
their senior capstone projects
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2009-2010 Outcome 1 Action Plan Update
• Obtain peer and aspiration institution MFT data
– We have continued discussions on the need to obtain this data
for use in justifying the selection of benchmarks for MFT
performance.
– We have not yet prioritized a use of funds for obtaining this
data.
– This component of our action plan will be carried forward into
the new action plan.
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Outcomes 2 & 3 Action Plan (2009) Update
• Obtain guidance in developing survey tools for exiting
students, graduates, and employers/graduate &
professional programs
– We have not had the time to prioritize this component of our
action plan.
– This component will be carried forward in the new action plan.
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Learning Outcomes to Be Addressed in
2010-2011 PQIR
1. Explain the basic structures and fundamental
processes of life at the cellular, molecular,
organismal, and ecosystem levels.
2. Effectively apply current technology and
scientific methodologies to collect, organize,
analyze and interpret quantitative and
qualitative data.
3. Effectively communicate data and scientific
principles in written and oral form.
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Learning Outcome 1:
Explain the basic structures and fundamental processes of life
at the cellular, molecular, organismal, and ecosystem levels.
MEASUREMENTS OF STUDENT LEARNING OR SERVICE OUTCOME
PROGRAM
OUTCOME
Explain the basic
structures and
fundamental
processes of life
at the cellular,
molecular and
organismal levels.
CURRICULUM
AREA OR TARGET
AUDIENCE
Measurements
Methods used to
determine validity
of measurement
instruments
Methods used
to determine
reliability of
measurements
Schedule for
measurements
Entry Level: BIOL
1364
Locally developed
Baseline
Assessment
(Direct)
Not determined
Not
determined
Twice a year,
Spring and Fall
Core Courses:
BIOL 1364, BIOL
1474, BIOL 2124,
BIOL 2144, BIOL
2154, BIOL 3014
Locally developed
Mid-level
Assessment
(Direct)
Not determined
Not
determined
Annually, Fall
Upper Division
Courses:
Major Field Test in
Biology (Direct)
Nationally Normed
ETS
determined
Annually, Spring
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Learning Outcome 1
Baseline Assessment
Fall 2007 through Spring 2010
Students receiving this exam score (%)
90
80
70
60
Fall 2007
50
Spring 2008
Fall 2008
40
Spring 2009
Fall 2009
30
Spring 2010
20
10
0
< 25%
26-50%
51-75%
76-100%
Baseline exam score distribution for Biology majors in Principles of Biology I in the Fall 2007
through Spring 2010 semesters (n=222). Note: No trend analysis available.
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Learning Outcome 1
Analysis of Baseline Assessment
1.
2.
3.
4.
The Baseline Assessment tool is designed to assess what our
majors know when they enter the program.
The majority of incoming students receive a score in the 26-50%
range, which has been a consistent trend since initiation of the
baseline tool in Fall 2007.
The content of this exam is currently being redeveloped to more
directly map to our learning outcomes. This will allow us to align
freshman competency with our core learning outcomes.
This is a locally developed assessment tool and cannot be
compared to data from Oklahoma or regional/peer institutions
nor can it be compared to national norms.
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Learning Outcome 1
Midlevel Assessment
•
•
•
No data to report
This exam was given for the first time during the Fall 2010
Biology 2881 course.
This data is currently being analyzed and will be reported
in the 2011 PQIR.
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Learning Outcome 1
Percentage of Students Scoring in the 50th Percentile or Above
on MFT (1999 - 2009)
100
90
80
70
Percent
60
50
40
30
20
10
0
1999a 1999b 2000 2001 2002 2003 2004 2005a 2005b 2006 2007 2008 2009
Year
The percentage of students who scored in the 50th percentile or above for the Major Field Test (MFT). Total Score for the
years 1999-2009. Designations “a” and “b” next to the year represent scores from the spring and fall semesters,
respectively. The horizontal red line represents the departmental objective of 50% of students scoring in the 50th
percentile. The black line represents the trendline. Data from 2002 and 2004 are not available.
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Learning Outcome 1
Major Field Test
MFT Institutional Percentile Rankings 1999-2009
100
90
Percent of Institutions at or below
80
70
60
50
40
30
20
10
0
1999a 1999b 2000 2001 2002 2003 2004 2005a 2005b 2006 2007 2008 2009
Major Field Test (MFT) Institutional Percentile Rankings for the Cameron Biology Department from 1999-2009. Designations “a”
and “b” next to the year represent scores from the spring and fall semesters, respectively. The horizontal red line represents the
50th percentile departmental objective institutional score. The black line represents the trendline. Data from 2002 and 2004 are not
available.
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Learning Outcome 1
MFT Institutional Percentile Rankings for Sub-scores
Percent of institutions at or below
100
90
80
70
60
50
40
30
20
10
0
1999a
1999b
Cell Biology
2000
2001
2002
Molecular Biology
2003
2004
Organismal Biology
2005a
2005b
2006
2007
2008
2009
Population Biology, Evolution, and Ecology
Major Field Test (MFT) Institutional Percentile Rankings for each sub-score for the Cameron Biology Department from 1999 – 2009.
Designations “a” and “b” next to the year represent scores from the spring and fall semesters, respectively. The horizontal line
represents the 50th percentile departmental objective institutional score. Data from 2002 and 2004 are not available.
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Learning Outcome 1
Analysis of MFT
•80% of the students taking the MFT in 2009 scored in the 50th
percentile or above.
•The institution achieved an 80th percentile ranking for the Biology
MFT in 2009.
•In 2009 the institution achieved 75th, 85th, 90th, and 80th percentile
rankings in cell biology, molecular biology/genetics, organismal
biology, and population biology/evolution/ecology.
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Learning Outcome 1
Action Plan
1. The trend for the MFT data suggests that this learning
outcome is being met by the time students graduate.
2. Only one tenth of students who start as biology majors
graduate. Therefore, this learning outcome will continued to
be monitored through baseline and midlevel assessment to
determine a retention strategy.
3. It is anticipated that assessment at the baseline and midlevel
will be gathered for 3 to 5 years before a significant action
plan for retention can be developed.
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Learning Outcomes 2 and 3
2. Effectively apply current technology and scientific methodologies to
collect, organize, analyze and interpret quantitative and qualitative
data.
3. Effectively communicate data and scientific principles in written and
oral form.
PROGRAM GOAL: Students completing a Bachelor of Science in Biology program will demonstrate knowledge in
cellular/molecular, organismal, and ecological/evolutionary biology.
MEASUREMENT OF PROGRAM OBJECTIVE
LEARNING
OBJECTIVES 2 and 3
CURRICULUM
AREA OR
TARGET
AUDIENCE
Methods used to
determine validity
of measurement
instruments
Methods used
to determine
reliability of
measurements
Measurements
Schedule for
measurements
Students
completing
BIOL 2881
Mid-level oral and
written assessment
(Direct)
Not identified
Not identified
Annually
Students
completing
BIOL 4902
Senior Capstone
oral and written
assessment
(Direct)
Not identified
Not identified
Annually
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Learning Outcomes 2 and 3
Mid-level Written Assessment
•
•
•
No data to report
This written assessment exercise was given for the first time
during the Fall 2010 Biology 2881 course.
This data is currently being analyzed and will be reported in
the 2011 PQIR.
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Learning Outcomes 2 and 3
Senior Capstone Oral and Written Assessment 2009-2010
No. of Students
Participating
Percentage of Students
Scoring 70% or Greater
Research Paper
Percentage of Students
Scoring 70% or Greater
Research Presentation
14
14
14
Program Quality Improvement Report
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Learning Outcomes 2 and 3
Senior Capstone Oral and Written Assessment 2007-2010
No. of Students
Participating
Percentage of Students
Scoring 70% or Greater
Research Paper
Percentage of Students
Scoring 70% or Greater
Research Presentation
30
30
29
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Learning Outcome 2 and 3
Action Plan
1. The trend for oral presentation and research paper scores
suggests that these learning outcomes are being met by the
time students graduate.
2. Only one tenth of students who start as biology majors
graduate. Therefore, this learning outcome will continued to
be monitored through baseline and midlevel assessment to
determine a retention strategy.
3. It is anticipated that assessment at the baseline and midlevel
will be gathered for 3 to 5 years before a significant action
plan for retention can be developed.
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2010 – 2011 General Action Plan
• BIOL 2881 will be initiated in Fall 2010. This course will
include a mid-level assessment test and written
communication component, the results of which will be
presented in the 2010/2011 PQIR.
• Departmental Curriculum Committee will meet by 01
February 2011 to initiate a re-evaluation of baseline and midlevel assessment tests.
• Departmental Curriculum Committee will present conclusions
from the re-evaluation and any resulting proposed changes to
the department in writing by 01 April 2011.
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2010 – 2011 General Action Plan Contd.
• Baseline/Mid-level assessment test for the 2011-2012
academic year (in whatever revised form) will be completed
by 01 May 2011.
• Any changes to assessment tests will be initiated with the
incoming freshmen cohort of Fall 2011.
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Ancillary Actions
(Optional)
• These actions are a result of ideas gleaned from
assessment activities beyond those actions expressly
derived from priority student-learning or service
outcomes data
• Ancillary Actions help document assessment
activities which are important to the overall
assessment process, but are not normally or directly
attributable to data collected by traditionally
recognized direct or indirect measurements.
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