Bachelor of Science in Biotechnology (BTC) December 22, 2008 (W.
Learning Outcome (what
students should be able to do)
1. Communicate effectively, both
orally and in writing, factual
knowledge of biotechnology and
results of research.
Powell, L. Smart, D. Fernando, C. Whipps, C. Maynard)
Where Addressed in
the Program1
How Assessed2
Assessment Results
(see following narrative)
Response to Results
(see following narrative)
BTC132, CLL190, 290,
BTC401, BTC499
A. Performance in CLL190 and CLL290 as
measured by mean final grade distribution.
(for evaluating writing in general)
These assessment methods will be
applied to students for the first time
in the Summer and Fall of 2009.
Revised performance tracking in the
relevant courses.
B. Performance in BTC 499, Senior Project
Synthesis (as related to scientific
presentation of data).
C. Writing performance in laboratory reports
for BTC401 Molecular Techniques
2. Demonstrate an elementary
knowledge of basic and applied
mathematics and apply it to common
practices in biotechnology such as
making dilutions, making molar
solutions, and analyzing data.
APM 105, 106, PHY101,
102, BTC401
3. Demonstrate understanding of the
scientific method by being able to
formulate a hypothesis, designing
experiments with proper controls,
and analyzing results with respect to
the hypothesis.
EFB307, 308, BTC401,
BTC497, BTC498, BTC499
4. Demonstrate understanding of the
basis of genetic information, how it
is expressed, how it is inherited, how
it can vary through mutation and
recombination, and how it
contributes to the diversity and
evolution of species.
EFB103, 104, EFB307, 308,
EFB325, BTC401
A. Performance in APM105 & APM106 as
measured by final mean grade distribution.
As in 1.
As in 1.
B. Embedded questions in BTC401
Molecular Techniques exam (for lab specific
uses of math).
A. Performance in Drosophila crosses
experiment in EFB308, Genetics lab.
As in 1.
As in 1.
As in 1.
As in 1.
B. Performance in BTC498, Research
Problems in Biotechnology as measured by
final grade distribution. (these lab research
experiences are required to be hypothesis
driven.)
A. Performance in EFB307 Principles of
Genetics, as measured by final grade
distribution. (this entire course contributes
to this outcome)
B. Outcome-specific questions on the Major
Field Exam supplemented with questions
written by EFB faculty associated with the
biotechnology major. (this allows
comparisons to national averages)
5. Demonstrate the ability to work
productively and cooperatively with
co-workers and supervisors in a
research or clinical setting.
FCH 222, 224, EFB308,
EFB303, BTC401, BTC420,
6. Demonstrate ability to make
synergistic connections between
concepts in biology, mathematics,
chemistry, and physics as related to
biotechnology.
EFB307, 308, EFB325,
BTC401, BTC420, BTC497,
BTC498, BTC499, and some
directed electives
7. Demonstrate the knowledge of
cellular processes and biochemistry
that provide a basis for
biotechnological and medical
applications.
EFB103, 104, EFB307, 308,
EFB325, BTC401, FCH530,
532
A. BTC420 Biotechnology Internship
supervisor evaluation questionnaire, section
F, questions 1-3.
B. Laboratory group-cooperation survey
given in EFB104 General Biology II and
EFB308 Genetics lab
A. Performance in BTC 499 Senior Project
Synthesis as measured by final grade
distribution.
B. Outcome-sepcific questions on the Major
Field Exam supplemented with questions
written by EFB faculty associated with the
biotechnology major.
A. Performance of BTC students in EFB325
Cell Physiology, FCH530 Biochemistry I,
and FCH532 Biochemistry II, as measured
by mean of final grades.
As in 1.
As in 1.
As in 1.
As in 1.
As in 1.
As in 1.
B. Outcome-specific questions on Major
Field Exam supplemented with questions
written by EFB faculty associated with the
biotechnology major.
1
This list includes the key program components that deal with the listed outcome. An online Appendix includes a full matrix of courses and outcomes at
XXXXXXXXXXXXXXX and a full explanation of program requirements is given in the Curriculum Plan Sheet, at XXXXXXXX.
2
A. Performance standards are based on the average grade of BTC students in the indicated outcome-focused final course grade or specified project in the
respective course. They are scaled as follows:
F does not meet the standard; D, C- are approaching the standard; C, C+, B-, B meet the standard; B+, A-, A exceed the standard
B . The ETS Major Field Exam in Biology will be supplemented with questions relevant to several outcomes in biotechnology:
National averages of Major Field Exam will be compared to our students and evaluated as follows: Bottom quartile does not meet the standard; 26-50%
quartile are approaching the standard; 51-75% meet the standard; 76 or above exceed the standard
Supplemented questions will be evaluated as follows: 59% correct or below does not meet the standard; 60-74%% quartile are approaching the standard;
75-90% meet the standard; 90% or above exceed the standard
Explanation
History. Between 1965-2002, the Bachelor of Science in Environmental & Forest
Biology was the single undergraduate program offered by the Department of
Environmental & Forest Biology. Because students felt that their investments in
specialization were not rewarded by an appropriate degree title, and to increase visibility
and recruitment potential in this field, the Biotechnology major was established in 2003
as the first of 6 specialized undergraduate programs (five others were added in 2004).
Assessment cycle. Data used to assess each learning outcome will be collected
annually, beginning in 2009. Full program assessment will occur at 3-year intervals,
beginning in 2012, but we will evaluate our assessment methods in 2010.
Results of Prior Assessment.
Formal learning outcomes have been established only recently, so no assessment has yet
focused on them. Based on unstructured assessments, involving faculty discussions and
feedback from students, the following changes have been completed or initiated.
1. Maximum credit for BTC498, Research Problems in Biotechnology, was
increased from 3 to 9 credits. From feedback from students and faculty, it was found
that limiting the research projects to 3 credits per semester often did not allow enough
time for completion of a project or limited the depth of the research. Therefore the credit
limit for BTC497 was increased to 9 per semester. This gives students more hours during
a given semester to complete a research project and allows for more in-depth projects to
be accomplished. The minimum research credit requirement for the major is still 3
credits, but the students now have a better opportunity to go beyond the minimum.
2. Changes were made in BTC132, Orientation Seminar in Biotechnology, BTC497,
Research Design and Professional Development, and BTC499, Senior project
synthesis to accommodate the new assessment plan. During the development of a new
assessment strategy, we found that several of the outcomes needed new tools for useful
assessment. Therefore we are now including some of these assessment tools, such as
addition of ETS Major Field Exam in Biology supplemented with questions relevant to
several outcomes in biotechnology, along with other embedded exam questions in the
normal exams for the courses, and/or additional evaluations of current projects, to help
with program assessment.
3. Other small adjustments have been made to the curriculum. Since the
establishment of the Biotechnology major in 2003, many undergraduate courses have
been discontinued and many new courses have been added to the offerings. These
changes did not affect the required courses in biotechnology, but we found that the
directed elective list had to be periodically changed to reflect the addition of new courses
relevant to the biotechnology major and the discontinuation of old courses. Changes in
the directed list have occurred three times and will continue to be updated periodically as
needed.
3