ASSESSMENT OF THE DEPARTMENT AND ITS PROGRAMS

 Departmental Major Assessment Plan

 1.         Departmental Mission Statement

 The mission of majors' education by the Biology Department is three-fold.  The first element of the Department's mission is to demonstrate Biology as a way of knowing and understanding experience.  Its second component is to prepare students for entry into the work place as biologists or into graduate or professional programs in which they receive additional training.  Third, the Department's programs are designed to produce graduates who reflect upon the ethical implications of biological knowledge and discovery.  

2.         Learning Objectives for the Major 

Requirements for a major in Biology and experiences within that major are designed to produce graduates with the following characteristics. 

1) Each student will be able to operate as a scientist in his/her ability both to formulate and to test appropriate biological hypotheses. 

2) Each student will be able to communicate the results of scientific investigations in forms, both oral and written, standard to the discipline. 

3) Each student will possess a biological knowledge base common to contemporary biologists, encompassing sub-organismic, organismic and systems levels of biological organization. 

4) Each student will possess a repertoire of basic laboratory skills necessary for entry into active participation as a laboratory or field biologist. 

5) Each student will be able to place biological knowledge into an ethical context. 

 3.         Methods for Assessment in the Major  

Methods are described below and are summarized in the Table 1 at the end of this section. 

            Objective 1:  Ability to act scientifically 

While all departmental courses discuss the results of scientific inquiry, a number of them explicitly develop students' abilities both to formulate and test hypotheses.  This work may involve either the use of simulated data or small data sets constructed by the students themselves. 

BIOL 103 and 348 - Examination of the published results of experiments and identification of scientific steps inherent in those studies.  Assessment is by evaluation of in-class oral discussions and by individual student written analyses on major examinations. 

BIOL 103 and 300 - Small group design of simple experiments.  Assessment is by evaluation of written reports. 

BIOL 303 - Individual problem solving in Genetics based upon the hypothetico-deductive method.  Assessment based upon examinations and lab reports of selected genetic experiments. 

Other required courses such as BIOL 301- Cell & Molecular Biology and BIOL 307 - Ecology, involve laboratory study.  These courses require written laboratory reports which are evaluated in part for adherence to and understanding of standard scientific methodology. 

Objective 2:  Ability to communicate as a scientist

a.         Oral communication 

BIOL 221 and 231 - Oral presentations.  Assessment is by instructor evaluation. 

BIOL 300 - Instruction in preparation of oral reports of scientific research.  Assessment is by instructor and peer evaluation of oral presentations by all class members. 

BIOL 348 – Run as a seminar with small group work leading to daily oral reports.  Assessment by instructor.  

b.         Written Communication 

BIOL 103, 104, 211, 221, 301, 303, and 307 - Short written laboratory reports summarizing laboratory investigations and/or short research projects are submitted on a regular basis (weekly in some courses).  Instructor evaluation of reports written.   

BIOL 300 (WI) - Instruction in and student completion of the major forms of scientific writing including literature reviews, research proposals and research/laboratory reports.  Assessment is by instructor evaluation of student writing. 

Objective 3:  Possession of basic biological literacy 

Core requirements in the Biology curriculum are designed to provide students with a knowledge base representing the contemporary status of biological understanding.  Assessment is by administration of instructor created examinations both during and at the end of all core courses and by periodic administration of a standardized exam prior to graduation. 

Objective 4:  Possession of basic laboratory skills 

Skills are developed in the laboratory component of required courses (specifically BIOL 103, 104, 301, 303, and 307).  Through instruction in basic bench, dissection, and field techniques students learn to observe, sample, measure, and quantify.  Assessment is by instructor through laboratory reports, examinations, and practical exams. 

Objective 5:  Understanding of biological knowledge in ethical context 

There are at least two components to this objective:  scientific integrity and the ethical application of scientific knowledge.  Scientific integrity is a component of BIOL 300 and all laboratory courses and is more generally modeled by instructor behavior in all courses. Assessment is by projects in BIOL 300 and through reports and projects in the laboratory courses. 

The ethical application of scientific knowledge is a more general objective and one that we feel strongly about as a department.  The courses chosen to meet this requirement all address ethical issues in the biological sciences.   

Table 1:  Summary of methods for assessment in the major.  Methods are shown for each objective in each course of the major core of biology classes.   

 4.         Documentation of Student Learning in the Major 

            Documentation of student learning will take place three ways: 

1)         A portfolio will be compiled for all seniors.  The student’s advisor will keep the portfolio unless the advisor is not a member of the biology faculty; in that case, the departmental assessment coordinator will keep the portfolio.  This portfolio will consist of the following: 

a.         a “Goals Essay” reflecting on the goals of the student early in their undergraduate career and how they anticipate the biology department will assist them in achieving those goals.  Questions will be designed to address the learning objectives of the department.  This essay will be written in BIOL 103 or on Assessment Day for transfer students. 

b.         an essay reflecting on the overall experience in the biology program.  Seniors will be asked to review their Goals Essay and reflect on how their perspective has changed and upon the impact of the biology curriculum on their career preparation.  This essay will be a requirement for graduation, but will not be a component of any specific course.  It will be written on Assessment Day or at another arranged time.   

                        c.         one lab report from BIOL 301 – Cell & Molecular Biology. 

                        d.         one lab report from BIOL 307 – Ecology.   

2)         Every year, each senior will take a standardized exam as a requirement for graduation.  The results of this exam will be compared to national averages and used to identify specific areas of weakness in our curriculum.  This exam will be administered on Assessment Day.   

3)         During the year before every Program Review, an alumni survey will be administered.  This will be used to evaluate how the curriculum prepares students for their chosen careers.   

5.         Use of Assessment Information to Improve Education 

The Biology Department will examine all materials collected for each graduate during the year preceding each five-year Program Review.  At the same time there will be a review of departmental objectives.  Both strengths and weaknesses in the major will be assessed and the information obtained will form the basis of discussions for the program review the following year.  Results of the standardized exam and copies of the Program Review will be made available to students and alumni upon request.   

6.         Evaluating the Departmental Assessment Plan 

During the year preceding program review, and after materials of students have been examined, the Biology Department will evaluate the departmental assessment plan and make any necessary changes.  In the spring of 1996, Dr. William Hixon was appointed to coordinate assessment activities.  He first devised the action plan for the implementation of assessment methods shown, which we will continue to follow (see Appendix I).  It was decided that the Assessment Retreat should be retained.   

Our recent assessment of the assessment plan identified a few problems with the plan and its implementation.  These and our proposed solutions to them are addressed in part II Section E.   

A final concern, as always with proposed methods of documenting learning, is compliance.  In an attempt to ensure a high percentage of compliance, the department will continue a day of scheduled assessment activities and strongly encourage all majors to participate.   

            B.         Assessment of Teaching and Learning in the Major 

Our assessment of teaching and learning in the major suggests that our curriculum meets our stated goals, but that some improvements are possible.  The basis for our proposed changes was a combination of student essays, lab reports, standardized exams, an alumni survey, as well as anecdotal information.  The areas of concern and our proposed solutions to them are addressed in part II sections A-E.   

While the results of these changes do not significantly alter the major program requirements, sequencing of courses, or prerequisites, we feel that they will strengthen the curriculum and program.   

            C.        General Education Assessment of Teaching 

                        1.         All courses 

A grid indicating how each of the department's courses teaches to the General Education goals is attached (Appendix II).  While there is always room for improvement, the department is satisfied with the progress towards meeting all General Education goals.  With the addition of BIOL 108, 112, and 123, we demonstrate our commitment to General Education by providing more courses to serve the broad interests of our students at St. Ambrose University.   

                        2.         Designated General Education courses 

                                    a.         Existing courses 

The General Education courses are being taught in accordance with the General Education Program mission and goals.  Evidence of teaching to divisional goals is included in the report to the Director of General Education.   

                                    b.         New courses

Three courses have already been approved for designation for General Education courses since our last Program Review.  They include BIOL 108 - +Principles of Evolutionary Change, BIOL 112 - +Humans and Disease, and BIOL 123 - +Selected Topics in Biology.

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