STUDENT LEARNING ASSESSMENT PROGRAM
SUMMARY FORM AY 2011-2012
Degree and Program Name: B.S. Biological Sciences
Submitted by:
Dr. Gary A. Bulla
Associate Chair, Biological Sciences
PART ONE:
What are the learning
objectives?
1. Students will demonstrate
the ability to perform basic
laboratory techniques.
How, where and when are they
assessed? Committee/person
responsible?
Assessed during laboratory
exercises and examinations,
independent research projects,
undergraduate theses, and exit
surveys.
Laboratory course instructors,
faculty research mentors and
on-site internship supervisors.
2. Students will
demonstrate the ability to
conduct a research project
using scientific principles
and methods, then interpret
their results in terms of
current theories and issues in
the biological sciences.
During investigative labs in
BIO core courses, students will
conduct research projects and
write summary reports;
by conducting original,
independent research projects.
Course instructors and faculty
research mentors.
What are the expectations?
What are the results?
How will the results be used?
Committee/person responsible?
-80% will demonstrate
appropriate lab skills in each
BIO core course which has a
laboratory component;
-75% of graduating seniors
will agree or strongly agree
that they have the laboratory
skills to be employed;
-evidence of proper
techniques in research
projects and theses.
-Scores from laboratory
competency final exams in
BIO core courses given in Fall
2011 and Spring 2012 indicate
that 73.8% of students
demonstrated acceptable lab
skills.
-Exit surveys issued to
graduating seniors in 2012
showed that 71.4% of students
agreed that they had adequate
preparation for research.
-Faculty will be informed that
BIO did not expectations for
laboratory competency nor
student-rated preparedness.
This aspect should revisited by
the Curriculum and Assessment
committees and mechanisms
sought for improvement.
- EWP submissions will
average 3.5 or above in
critical writing samples in
BIO courses
--50% of graduating seniors
will conduct original
research
-25% of graduating seniors
present results at a research
conference.
-EWP papers submitted for Bio
core courses received average
ratings of 3.2/4.0 (3.28 EIU
Ave) ;
-23 of 32 (72%) seniors
indicated that they had
conducted independent research
on the exit survey.
-24.5% of graduating seniors
present results at a research
conference.
-Investigative reports were
graded by faculty; exit surveys
were tabulated by the
Assessment Committee; Chair
monitored research
presentations.
-Total number of students
engaged in research was at
quite strong (87%) for the
academic year.
-Benchmark of 25% or
graduating senior presenting at
meeting met.
Curriculum Committee.
Continue to encourage faculty
increase student research.
Curriculum Committee and Bio
faculty
3. Students will
demonstrate an
understanding of key
principles, terms, and
theories in the four subfields
of biology covered by the
BIO core curriculum: cell
biology, molecular biology
and genetics, organismal
biology, ecology and
evolution.
The Major Field Test (MFT)
was not issued to seniors during
Spring Semester 2008 – 2011,
but will be administered in
FY13.
4. Students will demonstrate
the quantitative and
analytical skills to analyze
data sets generated by
biological experiments and
surveys.
Bio3101 (Molec. Cell Biology)
lab grades and rubric , exams
and research projects; capstone
course (BIO 4984), MFT
subscore in Analytical
Skills section, Watson-Glaser
Tests.
Instructors in BIO
core (BIO1200, 3120, 3800and
capstone courses; AC chair
(MFT test); EIU Testing
Service (Watson-Glaser Test).
5. Students will demonstrate
the ability to critically read
and evaluate research papers
and review articles in the
biological sciences.
Research report written for
inclusion in writing portfolio;
term paper written for senior
capstone course (BIO 4984);
analytical subscore on MFT.
Instructors in BIO core courses
and the senior capstone course.
MFT scores tabulated and
reported by AC.
Previous data showed mean
total score for EIU
students were above the 50th
percentile, including subject
subscores in cell biology,
molecular biology and
genetics, organismal biology,
and ecology and evolution.
No new results were generated.
However, majors have exceeded
the goals in all content areas
during 3 of the past 4 previous
years that the exam was
administered.
-80% will rate “good” or
better using rubric4
-80% will demonstrate
proficiency by attaining
grades of C or higher in
BIO3101- a laboratory
techniques course.
-80% will demonstrate
proficiency by attaining
grades of C or higher on
laboratory finals.
-Mean analytical MFT
subscore above the 50th
percentile for seniors
nationwide.
-Watson-Glaser scores exceed
the EIU mean.
-Rubric deemed inadequate to
assess student information
-80% will demonstrate
proficiency by attaining
grades of C or higher on
research report and term
paper.
-Mean analytical subscore for
MFT above the 50th
percentile.
48 of 55 (87%) of students
earned grades of C or higher on
BIO 4984 capstone term paper.
-MFT not administered this
year,; will be re-initiated next
year
BIO was awarded the
Provost.Integrative Learning
May 2011. Monetary award
will be used to fund a limited
number of Major Field Test for
FY12.
Assessment Committee.
-73% of students earned grades
of C or higher on laboratory
finals in the BIO core courses.
-Watson-Glaser were similar to
previous tears, 26.6, near the
EIU mean of 25.9.
BIO majors have consistently
scored above the national
average. The faculty,
Assessment Committee, and
Chair will continue to monitor
these scores, but no curricular
revisions will be recommended
for next year.
Reports and term papers have
been satisfactory. Reports are
graded by individual instructors
and reviewed by Chair.
PART TWO: Summarize changes and improvements in curriculum, instruction, and learning that have resulted from the implementation of your assessment
program. While this section should focus on the current academic year, some departments may find it useful to discuss trends in longitudinal data.
I. Major Field Test: Results and Trends
Due to cost, the MFT has not administered since Spring 2007. The Department of Biological Sciences was awarded the Provosts’s Integrative Learning Award in
2011. Some of the award will be used to administer the MFP to a subset of students in FY12.
II. Exit Surveys: Results and Trends (Appendix 1)
Thirty two seniors submitted exit surveys this year (65 % of the spring graduating class). Surveys were distributed to students by email using Survey Monkey.
Obvious strengths regarding BIO faculty included knowledge of subject, organization, helpfulness, attitude, (94% agree rate in each category) and laboratory
exercise appropriateness (78% agree rate) . Concerns identified include (as in past years) helpfulness of academic advisors and helpfulness of BIO faculty in
career choice (56% and 56% students gave positive ratings, respectively), although ratings improved substantially from t2 years ago in the latter category (from
29%). Students involved in research projects showed strong positive responses to academic preparation, equipment availability, research interest and value of the
research experience. 73% indicated that the research experience increased desire to pursue a graduate degree.
Assessment of facilities by students were mixed, with appropriateness of laboratory equipment and degree of modern technology in the laboratories falling to
~74% in both categories. Participation in honor societies, Botany Club, and the Fish and Wildlife Ecology Club has maintained at ~74%. Importantly, nearly all
respondents (97%) reported that they made the right choice in selecting the Biological Sciences. Internship experiences were mixed, with a clear decrease in
ratings of on-site supervision and preparation for graduate school or job placement success (dropping from 100% in both categories to 73% and 83%,
respectively) compared to previous years.
III. Curriculum: Reviews, Changes and Prospectus
Exit Survey- Biological Sciences began administering the exit survey electronically via Survey Monkey in 2010, but response rate was initially low. This year,
the survey was sent out during finals week to increase participation, and the response rate increased substantially (from 39% to 81%) In addition, survey
questions were expanded to assess post-graduation plans and student comments about the program.
Biology Forum (BIO 1050) course was added to the BIO core four years ago, and thus most graduating students would have taken this course. The course is
designed to provide a broad overview of career paths and employment opportunities in the biological sciences. It is too early to assess the influence of this course
on career choice impact. Graduating students agreeing with that career assistance was provided was 56% (up from 29% two years ago, but remains an area of
concern. Thus, it is difficulty to determine the effectiveness of this course at this time.
Integrative learning- The Department of Biological Sciences was awarded the Provost’s Integrative Learning Award in 2011 for high impact experiences.
Starting in FA12, BIO will be using this money to administer the MFP to a subset of students. . Student research experiences in BIO are at an all-time high, with
72% of graduating students completing at least one semester of research. Bio faculty will be encouraged to increase student research opportunities.
Curriculum change- A group of BIO faculty was awarded a $7K Proposal Initiative Fund (PIF) grant from the Office of Grants and Sponsored
Research to acquire preliminary data for submission of a large grant proposal to the National Science Foundation (NSF) designed to broadly improve
the BIO curriculum. The PIF project , entitled Using Inquiry-based Learning Modules to Vertically Integrate Core Biological Concepts into the Biology
Majors Curriculum, including $2500 to hire an outside consultant to develop assessment tools for this program. An on-site visit by tow assessment
experts occurred in FA11. Curriculum has been incorporated into Bio3120 and Bio3800, two majors courses , and will be expanded into freshman
biology and biostatistics. .The projected NSF grant will include $45K for assessment. This proposal is designed to implement inquiry-based
learning techniques to bring integrative learning to our core biology curriculum. It includes a vertically integrated curriculum to reinforce the
concept that modern biological research requires input and skills in different sub-fields within biology.
Appendix 1:
RESULTS OF Undergraduate Student Exit Survey, 2001-2011, Department of Biological Sciences, Eastern
Illinois University
Background: The Assessment Committee in the Department of Biological Sciences prepared this survey and administered it to graduating seniors in the spring
semesters of 2001-2011. The following represents the summary of these responses. Surveys are on file in the Department.
Student Profiles:
Sample Size
2002
2003
25
2004
31
2006
26
Percentage conducting Undergraduate Research
44
39
46
Percent conducting Internships
28
29
35
2007
15
2008
25
2010
20
2011
17
2012
27
32
47
48
40
58
40
72
33
36
35
29
60
40
Student Satisfaction: Students were asked to respond to the following questions concerning their experience as an undergraduate Biological Sciences major.
The rating choices were coded by number as: 0 = strongly disagree; 1= disagree; 2=undecided; 3=agree; 4=strongly agree. No surveys were issued in 2005.
Current year’s results highlighted with bold print.
Percent Responding Agree or Strongly Agree
_______
2002 2003 2004 2006
2007
2008
2010
2011
2012
I. Overall relationships with departmental personnel
1.
2.
3.
4.
5.
6.
Biological Sciences faculty have a good understanding
of their subjects.
Faculty were organized and prepared for their classes.
Faculty were concerned about students and willing to help
help them outside of class.
Faculty enjoyed teaching and had a positive attitude
towards students.
The laboratory exercises presented in my lab classes were
modern, well-organized, and appropriate.
My academic advisor was knowledgeable and helpful.
96 97
100
100
88
87
94
81
96
80
87
81
84
56
74
52
81
65
100
100
100
100
93
93
96
92
95
95
88
100
100
100
80
88
85
76
87
65
95
84
87
80
75
54
97
100
94
94
100
94
85
78
55
56
7. The Department of Biological Sciences provided me with
assistance in deciding on a career.
8. My graduate student teaching assistants were
knowledgeable and helpful
II.
24 52
35
64 74
48
85
87
60
29
92
90
49
76
56
87
86
9. My academic preparation for research was adequate.
10. Equipment and information available were adequate to
conduct research.
11. My research supervisor was available to guide and assist me
in my independent research.
12. I found the research experience to be interesting.
73
73
Percent Responding Agree or Strongly Agree___________
2002 2003 2004
2006 2007 2008 2010 2011
67
67
57
75
80
80
71
87
67
73
86 100
85
80
71
82
60
83
73
83
83
80
89
81
87
60
67
55
71
83
80
100
83
87
13. My undergraduate research experience has better prepared me
for graduate/professional school or my chosen profession.
14. My research experience increased my desire for a grad. degree
73
83
55 71
60
67
27
15. Information was readily available to help find an interesting
54
and valuable internship.
16. My internship was a good complement to classroom experiences 90
in the major.
17. My internship has prepared me for graduate school, or made me
89
a more attractive job candidate.
18. My internship on-site supervisor was supportive and knowledgeable.70
56
33
78
57
71
100
89
67
29
100
71
65
65
71
68
74
73
81
62
93
93
87
92
92
92
53
55
73
93
88
80
ND
71
90
81
100
92
100
ND
48
40
35
39
70
75
60
20
36
44
III.
IV.
Overall undergraduate research experience (if applicable)
20
83
85
80
78
62
71
62
73
55
Overall internship experience (if applicable)
14
71
67
80
78
100
100
100
100
100
57
83
60
65
58
62
83
83
83
100
84
75
85 ND*
90
ND
100
ND
89
74
74
84
81
87
Overall state of facilities, equipment, and books
19. Laboratory space was appropriate for the labs presented.
20. Laboratory equipment was adequate to meet my educational needs.
21. Modern technology, including up-to-date computers, was
adequate to meet my needs.
22. EIU's library system provided, or obtained through interlibrary
loan. most of the materials needed for research or courses.
23. I found EIU's Textbook Rental System to be desirable over
purchasing my textbooks.
V.
67
100
96
84
77
87
General (if not applicable, do not respond)
24. I participated in Botany and/or Fish and Wildlife Ecology Club
activities which was a good experience for me.
25. I was initiated into Phi Sigma Honor Society and/or Tri-Beta
Honorary Society, and recognize its purpose to acknowledge
45
30
78
75
69
65
74
63
2012
my academic achievement.
26. I made the right choice deciding upon a Biological Sciences major. 68
84
92
93 100
100
94
96
97
____________________________________________________________________________________________________________
*Not Done
Questions added to exit survey in 2011
Percentage
Post graduation plans (sample size)
2011 (26) 2012 (32)
1. Work in a profession related to Biology
53
33
2. Work in a Profession unrelated to biology
0
3
3. Enroll in a graduate program
7
33
4. Enroll in a health-related profession
39
30