Deliver A Curriculum With Appropriate Discipline Specific Skill Sets
The curriculum will provide students with opportunities to develop the skills typically required of professionals in the area of study.
Objective
Science And The Scientific Method
Description Students should have a general understanding of what science is and be able to apply the scientific method.
Indicator
MFT Analysis For BIO Majors
All graduating seniors are required to take the nationally standardized ETS Biology Major Field Test (MFT). Sections of the Biology MFT that correlate with an understanding of the scientific method and those that relate to understanding of the general nature of science are identified as programmatic assessments in these areas.
Criterion
MFT Analysis
All students are expected to score 50% or higher on the analytical skills indicators correlated with our foundational areas.
Finding
MFT Analysis
Forty-eight exams were administered. The mean score was 153 with a standard deviation of +/- 13. This is the 50-54 percentile compared nationally. The highest scores were at 57% were animal organismal biology and ecology. The lowest section was 44%for biochemistry and cell energetics.
Indicator
CAT For Non-Science Majors
CAT is a standardized exam for critical thinking. Student performance on this exam should increase following the completion of a non-science major course (BIO 134, 137, and 146). The department, in conjunction with the University QEP, is establishing protocol for the administration of this standardized test and collecting baseline data in select freshman courses.
Criterion
CAT For Non-Science Majors
The CAT exam will be piloted in several sections of non-science major biology courses. Baseline data will be collected to establish a foundation for full implementation in subsequent years. 90% of students will score higher on the post-test than on the pre-test.
Finding
CAT For Non Majors
Fifty-three students were randomly selected from all three sections of Foundations of Science to participate in the CAT administration. The pre-test mean was 16.03; the post-test mean was 19.77. The probablility of the difference from pre- to post-test was < .001 with an effect size of .71 (which is considered a large effect) when compared with the national group. Our students had the greatest growth from pre- to post-test in the are of identifying additional information needed to evaluate a hypothesis. The least growth was in the area of using basic mathematical skills to help solve a real-world problem. However, two areas started with a lower pre-test mean than the pre-test math skills and made minimal progress, still being our lowest areas of achievemnt: (1) summarizing the pattern of results in a graph without making inappropriate inferences, and (2) determining whether an invited inference is supported by specific information.
Action
MFT And CAT Analysis
The department chair and faculty will collect and evaluate the MFT and CAT exam results in August of 2010. If students' performance does not meet expectations, actions will be taken to improve students' performance.
Goal
Deliver A Curriculum With Appropriate Discipline Specific Knowledge
The curriculum will address the discipline specific knowledge dictated by professional societies and/or professionals in the workforce.
Objective
General Understanding Of Core Fields
Students should demonstrate familiarity with the following fields: 1) Botany- including plant morphology, taxonomy, genetics, physiology, and ecology 2)Zoology- including anatomy, behavior, physiology, ecology, and the systematic arrangement of the major animal taxa. 3) Cell biology- including macromolecules, metabolism, structure, and genetics.
Indicator
MFT Sections Related To Core Fields
Sections of the nationally standardized MFT exam related to the three core fields of botany, zoology, and cell biology are identified as assessments of knowledge in the core fields.
Criterion
MFT Sections Related To Core Fields
All graduating BIO majors will score at least the national average in all three core fields assessed by the MFT.
Finding
MFT Sections Related To Core Fields
Cell biology core area: mean is 53 +/- 15 Molecular biology and genetics core area: mean is 54 +/- 11 Populatioin biology, evolution, and ecology core area: mean is 52 +/- 12 Thus, all were at the standardized national average of 50%. Our weakest area emerged as populatioin biology, evolution, and ecology; however, it was not significantly different from the other areas.
Action
MFT Analysis
Although we are pleased that our students reach at least the national average of 50%, we would like to help students stretch their knowledge to higher levels. We will particularly work on strengthening knowledge in the area of populatioin biology, evolution, and ecology.
Objective
Working Understanding Of Core Theories In Biology
Students should have a working understanding of core theories such as cell theory, the central dogma, and evolution.
Indicator
MFT Sections Related To Core Theories
Sections of the nationally standardized MFT exam (administered by the ETS) related to the three core theories, cell biology, molecular biology, and population biology and evolution are identified as programmatic assessment of the biological core courses.
Criterion
MFT Core Theory
All graduating BIO majors will score at least the national average in all three core areas assessed by the MFT.
Finding
MFT Core Theory
Results for the three core theories follow: Cell biology core area: mean is 53 +/- 15 Molecular biology and genetics core area: mean is 54 +/- 11 Populatioin biology, evolution, and ecology core area: mean is 52 +/- 12 Thus, all were at the standardized national average of 50%. Although not significantly lower than the others, our weakest area appears to be populatioin biology, evolution, and ecology.
Action
MFT Core Theory
The department chair and faculty will collect and evaluate the MFT exam results in August of 2010. If students' performance does not meet expectations, actions will be taken to improve students' performance.
Goal
Deliver A Curriculum That Complements The General Education Core
The curriculum will contain general knowledge and skill sets beyond the subject matter of the specific discipline.
Objective
Science And The Scientific Method
Description Students should have a general understanding of what science is and be able to apply the scientific method.
Indicator
MFT Analysis For BIO Majors
All graduating seniors are required to take the nationally standardized ETS Biology Major Field Test (MFT). Sections of the Biology MFT that correlate with an understanding of the scientific method and those that relate to understanding of the general nature of science are identified as programmatic assessments in these areas.
Criterion
MFT Analysis
All students are expected to score 50% or higher on the analytical skills indicators correlated with our foundational areas.
Finding
MFT Analysis
Forty-eight exams were administered. The mean score was 153 with a standard deviation of +/- 13. This is the 50-54 percentile compared nationally. The highest scores were at 57% were animal organismal biology and ecology. The lowest section was 44%for biochemistry and cell energetics.
Indicator
CAT For Non-Science Majors
CAT is a standardized exam for critical thinking. Student performance on this exam should increase following the completion of a non-science major course (BIO 134, 137, and 146). The department, in conjunction with the University QEP, is establishing protocol for the administration of this standardized test and collecting baseline data in select freshman courses.
Criterion
CAT For Non-Science Majors
The CAT exam will be piloted in several sections of non-science major biology courses. Baseline data will be collected to establish a foundation for full implementation in subsequent years. 90% of students will score higher on the post-test than on the pre-test.
Finding
CAT For Non Majors
Fifty-three students were randomly selected from all three sections of Foundations of Science to participate in the CAT administration. The pre-test mean was 16.03; the post-test mean was 19.77. The probablility of the difference from pre- to post-test was < .001 with an effect size of .71 (which is considered a large effect) when compared with the national group. Our students had the greatest growth from pre- to post-test in the are of identifying additional information needed to evaluate a hypothesis. The least growth was in the area of using basic mathematical skills to help solve a real-world problem. However, two areas started with a lower pre-test mean than the pre-test math skills and made minimal progress, still being our lowest areas of achievemnt: (1) summarizing the pattern of results in a graph without making inappropriate inferences, and (2) determining whether an invited inference is supported by specific information.
Action
MFT And CAT Analysis
The department chair and faculty will collect and evaluate the MFT and CAT exam results in August of 2010. If students' performance does not meet expectations, actions will be taken to improve students' performance.