Transcript Department of Biological Sciences School of Science and Technology BS in Biology Education315 Program Quality Improvement Report 2009-2010

Department of Biological Sciences
School of Science and Technology
BS in Biology Education
131316
315
Program Quality Improvement Report 2009-2010
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Student Learning Outcomes
1. Explain the basic structures and fundamental processes of
life at the molecular, cellular, and organismal levels.
2. Describe the relationships between organisms and their
environment and ecosystems.
3. Identify and describe the evolutionary processes involved
in adaptation and biological diversity.
4. Effectively communicate data and scientific principles in
written and oral form.
5. Teach these concepts effectively at the appropriate level.
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Biological Education Program Objectives
Biology Education graduates will
1. develop an understanding of biology from molecular
to the evolutionary/ecological levels.
2. demonstrate the ability to communicate that
understanding
3. display the ability to teach that understanding through
various pedagogical approaches.
That ability will enable them to become productive
educators and therefore valued members of society.
Alignment of Outcomes -- #1
Cameron University provides a diverse and dynamic student body access to quality educational
opportunities; fosters a student-centered academic environment that combines innovative
classroom teaching with experiential learning;
School of Science and Technology: We are a school built on the solid foundations of
exploration, discovery and innovation to provide the core science, mathematics, and technology
education.
The mission of the Biological Sciences Department is to provide high quality instruction to students at
the undergraduate level with emphasis on active learning, problem solving, and critical thinking. The
department is committed to improve knowledge in various fields of biology through research and
scholarly activities and to transfer that knowledge to our students and colleagues.
Biology Education graduates will develop an understanding of Biology from molecular to the
evolutionary/ecological levels.
Plan 2013: 1.1 Maintain and enhance Cameron’s commitment to providing programs of the
highest quality in instruction, research, and service to better meet the needs of the citizens of
the region.
1. Explain the basic structures and fundamental processes
of life at the molecular, cellular, and organismal levels.
Alignment of outcomes -- #2
Cameron University provides a diverse and dynamic student body access to quality educational
opportunities; fosters a student-centered academic environment that combines innovative classroom
teaching with experiential learning;
School of Science and Technology: We are a school built on the solid foundations of exploration,
discovery and innovation to provide the core science, mathematics, and technology education.
The mission of the Biological Sciences Department is to provide high quality instruction to students at
the undergraduate level with emphasis on active learning, problem solving, and critical thinking. The
department is committed to improve knowledge in various fields of biology through research and
scholarly activities and to transfer that knowledge to our students and colleagues.
Biology Education: They will demonstrate the ability to communicate that understanding and to teach
those subjects through various pedagogical approaches.
Plan 2013: 1.1 Maintain and enhance Cameron’s commitment to providing programs of the highest quality
in instruction, research, and service to better meet the needs of the citizens of the region.
2. Effectively communicate data and scientific principles in
written and oral form.
Alignment of outcomes -- #3
Cameron University provides a diverse and dynamic student body access to quality educational
opportunities; fosters a student-centered academic environment that combines innovative classroom
teaching with experiential learning;
School of Science and Technology: We are a school built on the solid foundations of exploration,
discovery and innovation to provide the core science, mathematics, and technology education.
The mission of the Biological Sciences Department is to provide high quality instruction to students at the
undergraduate level with emphasis on active learning, problem solving, and critical thinking. The
department is committed to improve knowledge in various fields of biology through research and scholarly
activities and to transfer that knowledge to our students and colleagues.
Biology Education: They will demonstrate the ability to communicate that understanding and to teach those
subjects through various pedagogical approaches.
Plan 2013: 1.1 Maintain and enhance Cameron’s commitment to providing programs of the highest quality
in instruction, research, and service to better meet the needs of the citizens of the region.
3. Teach these concepts effectively at the appropriate level.
Measures of Learning Outcomes
1. Direct measures
–
–
–
–
–
–
–
–
Baseline assessment exam
Midlevel assessment exam
Major Field Achievement Test (MFAT)
Capstone paper & oral presentation
Teaching General Biology lab section
Oklahoma Subject Area Test (OSAT)
Student Teaching
Teacher Certification
2. Indirect measures
–
Employment
3. Addressing shortfalls in student learning
–
–
Baseline assessment exam
Midlevel assessment exam
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Report on actions from the three previously
chosen priority outcomes
None due to completely new learning outcomes
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Student-leaning outcome 1 and measurements
MEASUREMENT OF Learning Outcome 1
Explain the basic
structures and
fundamental
processes of life
at the molecular,
cellular, and
organismal
levels.
CURRICULUM
AREA OR
TARGET
AUDIENCE
Methods used to
determine validity
of measurement
instruments
Methods used
to determine
reliability of
measurements
Schedule for
measurements
Measurements
Students taking
BIOL 1364
Baseline
Assessment Exam
Not identified
Not identified
Twice yearly
20-24 core
course hrs
Midlevel
Assessment Exam
Not identified
Not identified
Annually
Students taking
BIOL 3044
OSAT
Normed
referenced scores
Internalconsistency
coefficients
Annually
Not identified
Annually
Students taking
BIOL 4722
Capstone paper
Peer/faculty
evaluation
Capstone oral
presentation
Peer/faculty
evaluation
Not identified
Annually
Major Field
Achievement Test
Normed
referenced scores
Internalconsistency
coefficients
Annually
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Display of assessment data
Measure
# of
students
Score
Benchmark
Cohort
Average
Baseline
1
68%
None
36%
Midlevel
2
NA
NA
OSAT
1
283/300
240
Capstone oral
1
100%
75%
Capstone paper
1
100%
75%
MFAT
1
80%
50%
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80%
10
Analysis of assessment data – Outcome 1
1. No multi-year data
2. On OSAT, our one graduate performed admirably.
Statewide, only 40% pass.
3. Nationally, very few Bio Ed graduates take the
MFAT.
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Action Plan: Outcome 1
Item
Time Line
Human Resources
Needed
Fiscal Resources
Needed
Obtain guidance in exam
validation for baseline
and mid-level
assessment exams.
1 year
Outside expertise
Entire Department
Not determined
Obtain peer and
aspiration institution
OSAT & MFAT data
1 year
PQIR committee
MFAT data—$150
per administration
Student-leaning outcome 2 and measurements
MEASUREMENT OF Learning Outcome 1
CURRICULUM
AREA OR
TARGET
AUDIENCE
Effectively
communicate data
and scientific
principles in written
and oral form.
Students in
BIOL 4722
Methods used to
determine validity
of measurement
instruments
Methods used
to determine
reliability of
measurements
Schedule for
measurements
Capstone Paper
Peer & faculty
evaluation
Not identified
Annually
Capstone Oral
presentation
Peer & faculty
evaluation
Not identified
Annually
Measurements
13
Display of assessment data
Measure
# of
students
Score
Benchmark
Capstone oral
1
100%
75%
Capstone paper
1
100%
75%
Cohort
Average
Cameron Campus Tree Tour
- Brochure
- Live tour with media presence
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Analysis of assessment data – Outcome 2
President Ross says:
No multiyear or comparable institute data
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Action plan for Student-Learning Outcome 2
Item
Time Line
Human Resources
Needed
Fiscal Resources
Needed
Obtain guidance to
assess reliability of
measurements
1 year
Outside expertise
Entire Department
Undetermined
Obtain peer and
aspiration institution
data
1 year
PQIR committee
School of Education
Undetermined
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Student-leaning outcome 3 and measurements
CURRICULUM
AREA OR
TARGET
AUDIENCE
Teach these
concepts effectively
at the appropriate
level.
Students in
BIOL 4722
Student
teaching (EDUC
4965/4975)
Graduate
Measurements
Methods used to
determine validity
of measurement
instruments
Methods used
to determine
reliability of
measurements
Schedule for
measurements
Teach General
Biology lab section
(NSTA Assessment
IV)
Peer & faculty
evaluation
Not identified
Annually
NSTA Standard 5
NSTA
NSTA
Annually
Teacher
certification
State accreditation
Marketplace
Annually
Display of assessment data – Outcome 3
 Teaching a General Biology lab section:
Pedagogical and Professional Knowledge, Skills and Dispositions
NSTA Assessment IV: Student Teaching Evaluation Rubric
The candidate must rate a minimum of an “Emerging” rating for each standard.
Passing score is an average of 1: (1=equals Emerging).
Standards:
Unacceptable=0
Emerging=1
Competent=2
Exemplary=3
 Student Teaching NTSA Standard 5: General Skills of Teaching
6 assessments (5a-5f) rated 1 through 4
Measurement
# of
students
Score
Benchmark
Cohort
Average
NTSA IV
1
1.5
1
1.48
Standard 5
1
3.9
3
Certification
1
1
100%
Analysis of assessment data
Our single student met or exceeded all benchmarks
No multiyear data available
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Action Plan: Outcome 3
No action needed
Published information on graduates
Academic Year 09-10
Entered Graduate School
Working In Discipline
Other
Summer 2009
Fall 2009
Spring 2010
1
Total
1
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