Biology Program Health Sciences Program Assessment Report

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1 Biology Program Health Sciences Program Assessment Report I. Introduction The Biology program serves all OIT students wishing to major or minor in the biological sciences, including those entering the medical or health-related professions and those seeking postgraduate work in a biological career field or those preparing for admission into a graduate biology program.. The Biology program was implemented in early 2007, but several students in the Health Sciences Program transferred their major to Biology by completing BIO 426 Evolutionary Biology. Thus, ten (10) students graduated with B.S. degrees in Biology in Retention rates and graduate salaries will not be available for several years. The Health Sciences (HSC) program serves all OIT students wishing to major in a course of study that prepares for entry into professional programs in medicine, dentistry, pharmacy, veterinary medicine, physical therapy, optometry, clinical laboratory sciences, and related health fields. The HSC program was implemented in The number of students graduating in past years were 10 (2003), 10 (2004), 11 (2005), 7 (2006) and 1 (2007). Declining enrollment and number of graduates is expected as students elect to complete a pre-professional degree in Biology instead of Health Sciences. Both degrees will continue to be offered during the next several years. II. Program Purpose, Objectives and Student Learning Outcomes The purpose, goals, and objectives of the Biology program and Health Sciences program are nearly identical. As the Biology program matures, additional courses will be added each year and divergence from the curriculum of the HSC program will continue. Eventually, the Health Sciences program will be phased out and students will achieve the same curriculum as a distinct emphasis area within the Biology program. Biology Program Purpose The Bachelor of Science Program in Biology prepares undergraduate students for professional and graduate work in the biological and health sciences. The curriculum in biology includes didactic, laboratory and field experiences in anatomy, physiology, ecology, microbiology, zoology, botany, genetics, biochemistry, evolution, and applied biology. It is designed for students wishing to apply to graduate programs in biology, to professional schools in the medical sciences (medicine, dentistry, pharmacy, veterinary sciences, physical therapy, clinical laboratory sciences, etc.), those seeking careers in the applied biological sciences, and those wishing to pursue graduate teaching credentials with a specialty in biology. Students may also gain experience by participating in special field courses and undergraduate research opportunities at the Yamsi Ranch in Sprague River and at Crater Lake National Park. 1

2 Biology Program Objectives Provide an integrated foundation of knowledge in biological disciplines that includes morphological, physiological, developmental, ecological, and evolutionary principles. Present information on the life sciences that utilize the scientific method and emphasize skills in analysis, evaluation, and critical thinking. Prepare students for entrance into graduate schools and professional health schools, including reparation for national admissions examination, such as the Graduate Record Examination (CRE), Medical College Admission Test (MCAT) and similar examinations. Provide students with practical skills that can qualify them for entry level positions in applied biology occupations, such as wildlife conservation, forest ranger, and environmental consulting. Biology Program Student Learning Outcomes (PSLOs) 1. Demonstrate factual knowledge on living organisms and biological system functions. 2. Demonstrate theoretical concepts and fundamental principles in the biological sciences, including use of the scientific method. 3. Apply biological principles and methodology to solving biology-based problems. 4. Conduct effective literature searches and critically evaluate the results and conclusions presented in scientific papers and other resources. 5. Communicate with others orally, in written form, and present information effectively. 6. Utilize and apply mathematical concepts, including statistics and graphic analyses, to biological phenomena. III. Three Year Cycle for Assessment for Student Learning Outcomes The Natural Sciences faculty agreed to designate six programmatic student learning outcomes (PSLOs) with two to be assessed each year in a rotating three-year cycle, as shown in Table 1 below. Note that the Natural Science faculty revised the PSLO descriptions and renumbered them effective

3 Learning Outcomes Demonstrate factual knowledge on living organisms and biological system functions. 2. Demonstrate theoretical concepts and fundamental principles in the biological sciences, including use of the scientific method. 3. Apply biological principles and methodology to solving biologybased problems. 4. Conduct effective literature searches and critically evaluate the results and conclusions presented in scientific papers and other resources. 5. Communicate with others orally, in written form, and present information effectively. 6. Utilize and apply mathematical concepts, including statistics and graphic analyses, to biological phenomena. Table 1. Biology Program Assessment Cycle. IV. Summary of Assessment Activities The faculty of the Biology Program conducted the following assessments during the academic year as indicated in Table 2. Student Learning Outcome PSLO 1 Factual Knowledge PSLO 2 Theoretical Concepts PSLO 3 Application Fall Winter Spring BIO 436 Immunology PSLO 4 Literature Search PSLO 5 Communication Skills PSLO 6 Mathematics Skills BIO 409 Current Topics in Recent Medical Sciences Table 2. Biology Program Assessment Activities for Academic Year

4 PSLO 3: Apply biological principles and methodology to solving biology-based problems. This SLO is mapped to the curriculum as shown in appendix A1. Direct Asssessment #1 The faculty conducted an assessment of this PSLO in BIO 436 during the spring 2010 term using quiz questions clustered around the three performance criteria. Twenty upper division students were involved in the assessment. The results are shown in Table 3 below. Criteria Students can use biological principles to solve applied problems Students are able to relate scientific methods to problems in biology and/or interpret experimental results in relation to biological problems Students will be able to perform laboratory methods associated with course content Assessment Method 7 Exam questions 6 Exam questions 9 Exam questions Measurement Scale 1= correct 0 = incorrect 1= correct 0 = incorrect 1= correct 0 = incorrect Table 3. Assessment results for PSLO 3 in BIO 436, spring 2010 Minimum Acceptable Performance 70 % per question 70% per question Results 1-89% 2-80% 3-73% 4-100% 5-75% 6-92% 7-58% 1-95% 2-73% 3-100% 4-79% 5-89% 6-87% 70% 1-79% 2-100% 3-89% 4-95% 5-85% 6-85% 7-100% 8-80% 9-95% Based on the results above, students met all performance criteria for this learning outcome. 4

5 PSLO 4: Conduct effective literature searches and critically evaluate the results and conclusions presented in scientific papers and other resources. This SLO is mapped to the curriculum as shown in appendix A2. Direct Assessment #1 The faculty conducted an assessment of PSLO 4 based on research papers scored in BIO 409 in winter 2010, with 14 seniors in Biology and Health Sciences involved in the assessment. The student prompt for the assignment was: You will be required to write a 7-10 page research paper on the same topic as your oral presentation. This article should utilize at least six referenced sources, including at least two primary research articles, and should describe an area of current research, explain its context and importance, and suggest the possible direction of further developments in the field. It should be written in the third person, and illustrations or figures should only be included if they help explain the topic and are referred to within the text of the paper. The results are shown in Table 4 below. Performance Criteria 1. Search and acquire resources a. Identify and locate appropriate sources Assessment Method Research paper Measurement Scale 3= high proficiency 2= proficiency 1=no/limited proficiency Minimum Acceptable Performance 85% at 2 or 3 Results 1a: 93% b. Use library and online technologies to locate references 2. Utilize data bases a. recognize appropriate data bases and their limitations b. extract information from data bases 3. Evaluate reference sources a. recognize different levels of information authority b. power of conclusions Research paper Research paper 3= high proficiency 2= proficiency 1=no/limited proficiency 3= high proficiency 2=proficiency 1=no/limited proficiency Table 4. Assessment Results for SLO 4 in BIO 409, winter % at 2 or 3 85% at 2 or 3 1b: 100% 2a: 86% 2b: 100% 3a: 92% 3b: 57% Students met all performance criteria except 3b, power of conclusions. 5

6 Although 100% of students demonstrated proficiency on 1b (employs a wide variety of search methods, catalogs, and technologies to obtain appropriate references), none of the students scored at the high proficiency level. This is possibly because the course instructor steered them towards a particular range of online databases during in-class sessions early in the term. This could be improved perhaps by having those sessions meet in the library where additional resources would be directly available, but the instructor feels that this is not needed, since the available online resources are quite rich, as evidenced by good student performance in category 1a. While most students demonstrated overall proficiency or higher in PSLO-4, six of them were on the borderline to limited proficiency in one particular area, category 3b ( Does not distinguish between the power of conclusions presented in different sources ), and one failed in this area. This assessment suggests students in this course demonstrate satisfactory performance in searching and acquiring resources, utilizing data bases, and evaluating reference sources, while showing somewhat limited proficiency in assigning and justifying confidence levels to conclusions stated in reference sources. The rubric used for PSLO 4 is presented in Appendix B. V. Summary of Student Learning PSLO 3: Apply biological principles and methodology to solving biology-based problems. Strengths: Students met performance criteria for using biological principles to solve biological problems, relating scientific methods to problems in biology and/or interpreting experimental results in relation to biological problems, and performing laboratory methods associated with course content Weaknesses: None identified. Actions: None at this time. PSLO 4: Conduct effective literature searches and critically evaluate the results and conclusions presented in scientific papers and other resources. Strengths: This assessment suggests students in this course demonstrate satisfactory performance in searching and acquiring resources, utilizing data bases, and evaluating reference sources. Weaknesses: Students demonstrated somewhat limited proficiency in justifying confidence levels to conclusions stated in reference sources. Actions: the faculty felt that the skills involved in assigning and justifying confidence levels to conclusions stated in reference sources is primarily a graduate level skill. The faculty, however, will continue to place emphasis on this skill and will reassess this in the next regularly scheduled assessment cycle. At that time, the faculty will decide whether this skill should remain as a performance criterion for this outcome. 6

7 VI. Changes Resulting from Assessment In , the faculty assessed PSLO-2: Acquires theoretical concepts and fundamental principles in the biological sciences, including use of the scientific method. A weakness in students learning was identified in linking observational data to hypotheses and theories. This is a skill that comes with educational experience and practice. This requires a combination of didactic and hands-on approaches, using both lecture and laboratory/field materials. It was decided that a handout addressing this relationship in scientific methodology would be developed for distribution in BIO 426 and BIO 212 next year ( ). The concepts of validation and falsification will also be added to the lecture material and the study guides, using appropriate examples from historical scientific discoveries (e.g., the Piltdown Man hoax). Improvement Action: Material on validation and falsification was added to the lecture material for BIO 426 (fall term, 2009). A question on falsification was included on the first BIO 426 examination given on October 28, Applied to Criteria Three (scientific methodology) of PSLO-2, 13 of the 15 students achieved level 2 or 3 proficiency and two students were rated at level one (86.7% achieved desired proficiency). 7

8 Appendix A1 Curriculum Map for Biological Sciences (Combined) PSLO-3 Apply biological principles and methodology to solving biology-based problems. Year Fall Winter Spring F 1 BIO 211 Principles of Biology BIO 212 Principles of Biology BIO 213 Principles of Biology MATH 111 College Algebra MATH 112 Trigonometry MATH 361 Statistical Methods I WRI 121 WRI 122 WRI 227 English Composition English Composition Technical Report Writing GEOG 105 SPE 111 Social Science Physical Geography Fundamentals of Speech S 2 BIO 345 Medical Microbiology CHE 221 General Chemistry MATH 251 Differential Calculus Social Science R SPE 321 Small Group Communication CHE 222 General Chemistry MATH 252 Integral Calculus BIO 341 or alternative Medical Genetics BIO 313 Botany CHE 223 General Chemistry WRI 327 Advanced Technical Writing Humanities I J 3 CHE 331 Organic Chemistry I CHE 332 Organic Chemistry II CHE 333 Organic Chemistry III PHY 221 PHY 222 PHY 223 General Physics General Physics General Physics Calculus Calculus Calculus ANTH 101 BIO 327 Humanities Intro. Physical General Ecology Anthropology BIO 351 BIO 352 BIO 317 Vertebrate Biology Developmental Biology Invertebrate Biology BIO 331 BIO 332 BIO R

9 Human Anatomy & Physiol I Human Anatomy & Physiol II Human Anatomy & Physiol III S 4 BIO 426 Evolutionary Biology CHE 450 Biochemistry I Humanities Social Science CHE 451 Biochemistry II BIO 346 Pathophysiology I BIO 357 Introduction Neurosciences to BIO 342 Cell Biology BIO 227 Intro Forensic Sciences CHE 452 Biochemistry III BIO 347 Pathophysiology II BIO 407 Biology Seminar E 9

10 Appendix A2 Curriculum Map for Biological Sciences (Combined) PSLO-4 Conduct effective literature searches and critically evaluate the results and conclusions presented in scientific papers and other resources. Year Fall Winter Spring F 1 BIO 211 Principles of BIO 212 Principles of Biology BIO 213 Principles of Biology Biology MATH 111 College Algebra MATH 112 Trigonometry MATH 361 Statistical Methods I WRI 121 WRI 122 WRI 227 English English Composition Technical Report Composition Writing GEOG 105 SPE 111 Social Science Physical Geography Fundamentals of Speech I S 2 BIO 345 Medical Microbiology CHE 221 General Chemistry MATH 251 Differential Calculus Social Science SPE 321 Small Group Communication CHE 222 General Chemistry MATH 252 Integral Calculus BIO 341 or alternative Medical Genetics BIO 313 Botany CHE 223 General Chemistry WRI 327 Advanced Technical Writing Humanities E J 3 CHE 331 Organic Chemistry I PHY 221 General Physics Calculus Humanities BIO 351 Vertebrate Biology CHE 332 Organic Chemistry II PHY 222 General Physics Calculus ANTH 101 Intro. Physical Anthropology BIO 352 Developmental CHE 333 Organic Chemistry III PHY 223 General Physics Calculus BIO 327 General Ecology BIO 317 Invertebrate Biology R 10

11 BIO 331 Human Anatomy & Physiol I Biology BIO 332 Human Anatomy & Physiol II BIO 333 Human Anatomy & Physiol III S 4 BIO 426 Evolutionary Biology R Humanities Social Science CHE 450 CHE 451 Biochemistry I Biochemistry II BIO 346 Pathophysiology I BIO 357 Introduction to Neurosciences BIO 342 Cell Biology BIO 227 Intro Forensic Sciences CHE 452 Biochemistry III BIO 347 Pathophysiology II R BIO 407 Biology Seminar 11

12 Appendix B. Performance Criteria Rubric PSLO-4 Student Learning Outcome #4: Conduct effective literature searches and critically evaluate the results and conclusions presented in scientific papers and other resources. Criteria High Proficiency (3) Proficiency (2) No/Limited Proficiency (1) 1. Search and acquire resources: a. Identifies and locates appropriate sources for reference citation in presentations, papers, and research reports b. Uses library and online technologies to locate and acquire reference materials Literature search is systematic, conducted efficiently; reference sources are highly appropriate to project Employs a wide variety of search methods, catalogs, and technologies to obtain appropriate references Most citations are appropriate to the project; search method is moderately efficient Utilizes library and online resources, including different search engines and catalogs Literature searches demonstrate poor understanding of subject matter Search appears to be random; no systematic method employed Displays little familiarity with library or online methods for searches 2. Utilize data bases: a. Recognizes appropriate data bases for biological information and their limitations b. Demonstrates ability to extract information from diverse data bases Demonstrates advanced ability to select appropriate data bases Explains limitations of data within project applications Demonstrates advanced competence in selecting data for project Identifies most data Demonstrates little sources and explains or poor appropriateness and understanding of limitations of data limitations information with Does not identify regard to project appropriate Utilizes most of the data appropriate to a presentation or paper application of data Unable to utilize information form a data source for presentation or paper 3. Evaluate reference sources a. Recognizes different levels of information Uses a variety of reference source levels, identifying Recognizes levels of information within primary, secondary, 12 Demonstrates little or no knowledge of differences between

13 authority and selects reference material appropriate to intended audience b. Assigns and justifies confidence levels to conclusions stated in reference sources appropriate applications for different audiences Displays advanced knowledge of reference sources and applicability of conclusions and tertiary reference sources Recognizes strong and weak conclusions based on type of study and authorship reference sources and their application Does not distinguish between the power of conclusions presented in different sources 13

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