Department of Biological Sciences School of Science and Technology B.S. in Biology CIP code: Program Code: Program Quality Improvement Report

Student Learning Outcomes Program Quality Improvement Report 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. Note: This program does not have student-learning outcomes that are mandated by an accrediting agency. The specific learning outcomes needed for students to accomplish our program objectives: Bloom’s taxonomy

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. Program Quality Improvement Report

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. Program Quality Improvement Report

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. Program Quality Improvement Report

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. Program Quality Improvement Report

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 Program Quality Improvement Report

8 ItemTime LineHuman Resources Needed Fiscal Resources Needed Develop a retention plan to deal with student attrition in BIOL 1364 and yearEntire departmentNot determined Obtain guidance in exam validation for baseline and mid-level assessment exams. 1 yearOutside expertise Entire Department Not determined Implement Mid-level Capstone (BIOL 2881) and Assessment Test 1 yearFaculty Teaching BIOL 2881: Biology Seminar Not determined Obtain peer and aspiration institution MFT data 1 yearPQIR committeeMoney to obtain data—$150 per administration Outcome 1 Action Plan (2009) (Based on Multiple Learning Objectives)

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 Program Quality Improvement Report 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. Program Quality Improvement Report

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 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 Program Quality Improvement Report Outcome 1 Action Plan (2009) 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. Program Quality Improvement Report Outcome 1 Action Plan 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. Program Quality Improvement Report Outcomes 2 & 3 Action Plan (2009) Update

Learning Outcomes to Be Addressed in 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. Program Quality Improvement Report

Learning Outcome 1: Explain the basic structures and fundamental processes of life at the cellular, molecular, organismal, and ecosystem levels. PROGRAM OUTCOME CURRICULUM AREA OR TARGET AUDIENCE MEASUREMENTS OF STUDENT LEARNING OR SERVICE OUTCOME Measurements Methods used to determine validity of measurement instruments Methods used to determine reliability of measurements Schedule for measurements Explain the basic structures and fundamental processes of life at the cellular, molecular and organismal levels. Entry Level: BIOL 1364 Locally developed Baseline Assessment (Direct) 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 Annually, Fall Upper Division Courses: Major Field Test in Biology (Direct) Nationally NormedETS determined Annually, Spring 15 Program Quality Improvement Report

Learning Outcome 1 Baseline Assessment Fall 2007 through Spring Program Quality Improvement Report 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.

Learning Outcome 1 Analysis of Baseline Assessment 1.The Baseline Assessment tool is designed to assess what our majors know when they enter the program. 2.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 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. 4.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. 17 Program Quality Improvement Report

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. 18 Program Quality Improvement Report

19 Learning Outcome 1 The percentage of students who scored in the 50th percentile or above for the Major Field Test (MFT). Total Score for the years 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. Percentage of Students Scoring in the 50 th Percentile or Above on MFT ( ) Percent Year

Learning Outcome 1 Major Field Test 20 Program Quality Improvement Report Major Field Test (MFT) Institutional Percentile Rankings for the Cameron Biology Department from 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. MFT Institutional Percentile Rankings

Program Quality Improvement Report Learning Outcome 1 MFT Institutional Percentile Rankings for Sub-scores Major Field Test (MFT) Institutional Percentile Rankings for each sub-score for the Cameron Biology Department from 1999 – 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.

22 Program Quality Improvement Report Learning Outcome 1 Analysis of MFT 80% of the students taking the MFT in 2009 scored in the 50 th percentile or above. The institution achieved an 80 th percentile ranking for the Biology MFT in In 2009 the institution achieved 75 th, 85 th, 90 th, and 80 th percentile rankings in cell biology, molecular biology/genetics, organismal biology, and population biology/evolution/ecology.

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. 23 Program Quality Improvement Report

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. 24 Program Quality Improvement Report PROGRAM GOAL: Students completing a Bachelor of Science in Biology program will demonstrate knowledge in cellular/molecular, organismal, and ecological/evolutionary biology. LEARNING OBJECTIVES 2 and 3 CURRICULUM AREA OR TARGET AUDIENCE MEASUREMENT OF PROGRAM OBJECTIVE Measurements Methods used to determine validity of measurement instruments Methods used to determine reliability of measurements Schedule for measurements Students completing BIOL 2881 Students completing BIOL 4902 Mid-level oral and written assessment (Direct) Senior Capstone oral and written assessment (Direct) Not identified Annually

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. Program Quality Improvement Report

Learning Outcomes 2 and 3 Senior Capstone Oral and Written Assessment Program Quality Improvement Report No. of Students Participating Percentage of Students Scoring 70% or Greater Research Paper Percentage of Students Scoring 70% or Greater Research Presentation 14

Learning Outcomes 2 and 3 Senior Capstone Oral and Written Assessment Program Quality Improvement Report No. of Students Participating Percentage of Students Scoring 70% or Greater Research Paper Percentage of Students Scoring 70% or Greater Research Presentation 30 29

Learning Outcome 2 and 3 Action Plan 28 Program Quality Improvement Report 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.

2010 – 2011 General Action Plan BIOL 2881 will be initiated in Fall 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 mid- level 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 Program Quality Improvement Report

2010 – 2011 General Action Plan Contd. Baseline/Mid-level assessment test for the academic year (in whatever revised form) will be completed by 01 May Any changes to assessment tests will be initiated with the incoming freshmen cohort of Fall Program Quality Improvement Report

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. 31 Program Quality Improvement Report