1. Assessment Report Biology School of Science and Mathematics Rey Sia, Chair Laurie B. Cook, Assessment Coordinator

2. What was Assessed Undergraduate Student Learning Outcomes 1) Define and accurately use biological terminology and nomenclature; 2) Evaluate and analyze biological problems using knowledge of cell structure and function; 3) Integrate interdisciplinary concepts to assess tissues, organs and systems; 4) Evaluate and analyze biological problems using knowledge of genetics and evolution; 5) Compare and contrast origins and diversity of life to explain life processes; 6) Competently employ common laboratory equipment; 7) Analyze and interpret scientific data, using relevant computer skills; 8) Use quantitative reasoning to analyze complex biological problems; and 9) Apply biological knowledge to societal issues. 10) Use appropriate biological terminology to clearly communicate scientific ideas in oral presentations and written reports targeting a variety of audiences Add’l SLO for B.S. in Medical Technology ONLY Students will be able to apply clinical knowledge of Medical Technology as demonstrated by satisfactory score on the New York State Licensure Examination

3. What was Assessed M.S. in Biology - Student Learning Outcomes 1. Use appropriate biological terminology to clearly communicate scientific results in oral presentations and written reports targeting for a variety of audiences. 2. Develop a testable hypothesis and design appropriate experiments to solve biological problems. 3. Critically evaluate and interpret experimental results. 4. Solve quantitative problems that are routinely encountered in research laboratories using basic mathematical and statistical skills. 5. Competently employ common laboratory equipment and develop an understanding of relevant theory, strengths and limitations for techniques. 6. Integrate concepts in cellular and molecular biology to explain higher level biological systems.

4. Assessment Methodology Courses providing assessment data Specific Assignment/Task Evaluated Assigned Benchmarks or Criteria of success (% meeting and exceeding criterion) BIO 201 Gen Bio I (n=142 to 149) Exam #1 – 2 Questions Exam #4 – 2 Questions Final Exam – 6 Questions 80-100=exceed; 70-79=meets; 60-69=approach; and under 60 = does not meet BIO 302 Genetics (n=83) 10 Questions on Final Exam 80-100=exceed; 70-79=meets; 60-69=approach; and under 60 = does not meet BIO 411 Evolution (n=23) 10 Short Answer Questions on 2 nd Exam 80-100=exceed; 70-79=meets; 60-69=approach; and under 60 = does not meet BIO 202 Gen Bio II (n=94) 13 Exam Questions 80-100=exceed; 70-79=meets; 60-69=approach; and under 60 = does not meet BIO 420 Mech Aging (n=2) Take Home Final Exam 80-100=exceed; 70-79=meets; 60-69=approach; and under 60 = does not meet Evaluate and analyze biological problems using knowledge of genetics and evolution; B.S. in Biology; B.S. in Medical Technology

5. Assessment Methodology Evaluate and analyze biological problems using knowledge of genetics and evolution; M.S. in Biology Courses providing assessment data Specific Assignment/Task Evaluated Assigned Benchmarks or Criteria of success (% meeting and exceeding criterion) BIO 623 DNA Cloning Laboratory 4 students enrolled Exam Questions – 10 MC or 5 short answer70% of students achieve >80% (B-) BIO 643 General Microbiology 1 student enrolled Exam Questions – 10 MC or 5 short answerStudent achieves >80% (B-) BIO 699 Independent Research 2 students enrolled Faculty with research students will be asked via questionnaire to rank student (5 part likert scale) abilities in performing routine mathematical/statistical challenges. Students will be asked to complete a 5 Question Assessment to be approved by the Assessment Committee. >70% students meet likert scale at satisfactory or higher >70% of students achieve >80% (B-)

6. Summative Fall/Spring UG Biology Assessment Results Benchmark 70% achieve 70% or higher

7. Summative Spring M.S. Biology Assessment Results Benchmark 70% achieve >80%

8. Lessons Learned Timing of assessments can influence the outcome – BIO302 Genetics assessment was given at the final exam. Had the earlier exams been used, the stated Benchmark would have been achieved Question-based versus “exam-based” assessments can influence the perceived achievement. One is an average of an average… – We discussed the advantages and disadvantages of reporting question-based achievements versus sum-total achievements. It was very hard to assess BIO 699 Independent Study since each student is mentored in someone else’s lab. – No common content

9. Action Plan/Data Driven Decision: Not all faculty give cumulative finals so it was decided to leave timing of the assessment up to the individual faculty member. Providing assessments at both in-semester exam times and at final exam time might provide a better predictor of learning outcomes.

10. Action Plan/Data Driven Decision: Small sample sizes in Grad courses make it difficult to develop action plans that might improve student success overall. – We discussed the need for course specific SLOs for BIO 699 that are broad enough to be applied to every faculty research situation – Assessment Committee will provide draft in Spring semester – We were uncomfortable with making major changes to curriculum based on the small sample size – We are implementing a new two-part (written plus oral instead of only written) M.S. qualifying examination this year that could be used as a supplemental programmatic assessment tool.

11. What resources were applied or are needed to close the loop NONE