Bachelor of Science in Forest Health (FH)
December 18, 2008 (J.D. Castello, S.A. Teale, D. Parry, W.A. Powell, M. Fierke, L. Abrahamson)
How Assessed2
students should be able to do)
Where Addressed in
the Program1
Assessment Results
(see following narrative)
Response to Results
(see following narrative)
1. Communicate knowledge and
ideas effectively orally and in writing
.
CLL190, 290, EFB202, EFB
345, EFB 351/352, EFB 497,
FOR 321
A. Performance in CLL190 and CLL290
(for evaluating writing in general) as
indicated by mean of final grades
B. Mean of performances in oral
presentations in EFB 202 and 345.
C. Performance in oral presentation in EFB
497 (senior seminar in FH)
These assessment methods will be
applied to students for the first time
in the 2009.
Revised performance tracking in the
relevant courses.
2. Show proficiency, skill, and
professionalism in group efforts.
EFB 202, EFB 345, EFB
351/352, FOR 321, FOR 345
A. Performance in group-effort components
of EFB 202
B. Performance in group-effort components
of EFB 345
3. Use applied mathematics to
interpret and judge the merits of
math-related issues in their
profession, and in daily life.
APM 391,EFB 345, EFB 497,
FOR 321, PHY 101, Directed
Elective in Math/Physical
Science.
A. Performance of FH students in APM 391,
as indicated by final grade distribution.
B. Embedded components of comprehensive
survey in EFB 497.
As in 1.
As in 1.
4. Apply knowledge of physical
science (chemistry, physics) to
understand issues in their profession,
and in daily life.
FCH 150-153, FCH 210,
PHY 101, Directed Electives
(For/Wood Products and
Math/Physical Sciences)
A. Performance of FH students in PHY 101,
FCH 150-153, FCH 210 as indicated by
mean of final grades
B. Embedded components of comprehensive
survey in EFB 497.
As in 1.
As in 1.
5. Apply knowledge of biology at
molecular, cellular, organismal, and
ecosystem levels, to understand issues
in their profession, and in daily life.
EFB 303, EFB 307, EFB 308,
EFB 320, EFB 336, Directed
Electives (For. Prot./Con.
Bio,, Technology, Ecol/Env.
Sci., Biodiversity, &
Anat/Physiology).
A. Performance in applying general
biological knowledge to independent study:
EFB 420/498.
B. Embedded components of comprehensive
survey in EFB 497
C. Performance in senior seminar component
of EFB 497 as related to this outcome
As in 1.
As in 1.
6. Pose biological questions and
evaluate possible answers in a “realworld” setting, through the
implementation of scientific
methods: observations,
experimentation, and hypothesis
testing.
EFB 202, EFB 345, EFB
420/498, EFB 497, FOR 321,
Directed Elective in
Ecology/Env. Science,.
A. Mean of performance in hypothesistesting components of laboratory/practicum
courses: EFB 102, EFB 104, EFB 202 EFB
308.
B. Performance in hypothesis-testing
component of independent study course:
EFB 420/498.
As in 1.
As in 1.
7. Apply knowledge of the past to
recognize present & future threats to
the world’s forests.
EFB 340, EFB 351/352, EFB
439, FOR 321; Directed
electives (For. Prot./Con. Bio,
For./Wood Products)
A. Performance in EFB 340, 345 and
351/352 as indicated by mean of final
grades
B. Performance in applying historical forest
health knowledge to independent study:
EFB 420/498.
C. Performance in EFB 497 senior seminar
and comprehensive survey
As in 1.
As in 1.
Learning Outcome (what
As in 1.
As in 1.
8. Integrate basic concepts & skills to
diagnose & manage forest health
problems.
EFB 340, EFB 345, EFB
351/352, EFB 439, EFB 497,
FOR 321, Directed Elective
in Forest Prot./Conserv. Bio)
9. Demonstrate proficiency
EFB 202, EFB 303, EFB 336,
in the skills utilized by practicing
EFB 340, EFB 345, EFB
forest health specialists including:
351/352EFB 439, FOR 321,
geospatial skills; data management and analysis;
FOR 345, Directed Elective
establish sampling sites;
in Forestry/Wood Products.
monitor forest health; tree, pest, &
pathogen recognition; aseptic transfer
& culture of microorganisms;
standard forestry practices
& techniques.
A. Overall performance in EFB 340, 345,
351/352 as indicated by mean of final
grades.
B. Performance in integrating skills in
independent study: EFB 420/498.
As in 1.
As in 1.
A. Distribution of mean final grades in
courses focused on technical skills: EFB
202, EFB 345, EFB 439, FOR 321.
B. Performance in applying relevant skills in
independent study: EFB 420/498.
C. Performance on skill-related aspects of
EFB 497 senior seminar and comprehensive
survey
As in 1.
As in 1.
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
Performance standards are based on the average grade of all students in the indicated courses (if the entire course is focused on the outcome) or in specified
components or projects of more general courses. They are scaled as follows: F to C- does not meet the standard; C to B meets the standard; B+ to A exceeds 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 traditional or growing fields, six specialized programs were
initiated in 2003-2004, Forest Health among them.
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. The addition of an internship/research experience (EFB 420/498). It is clear that
two important experiences would significantly improve the Forest Health program; each
type has been a successful part of other specialized majors in our department. The first is
the added requirement of a professional-level independent study; each student is required
to choose either an outside internship (EFB 420) or an internal research experience (EFB
498). EFB 420 will be a field or lab-oriented internship designed to provide students
with a real–world work experience in forest health with private industry, NGO, or
government agency. EFB 498 will be a field or lab-oriented research experience designed
to provide students with an opportunity to conduct research in forest health. Credit for
such courses is variable, according to the individual experience.
2. The addition of a senior synthesis seminar (EFB 497, one credit). This is the second
of the experiences noted above, which itself has two components. The first involves
presentation of a seminar based on their internship or research experience, and will
integrate that experience with the coursework they have taken to address a current
problem in forest health. The second component of the course involves answering a set of
questions (survey/exam) designed by the forest health faculty to assess the students’ basic
knowledge and skill set in forest health after completion of the program. The answers to
the questions will be evaluated as follows for the exclusive purpose of assessing the
success of the major: 59% correct or below does not meet the standard; 60-74%%
quartile are approaching the standard; 75-85% meet the standard; 86% or above exceed
the standard.
3. The addition of Forest Health Monitoring (EFB 439). Much effort is expended by
the USDA Forest Service to monitor the health of the nation’s forests. Therefore, any
academic program in forest health should train its students in this activity. EFB 439 is
currently a directed elective, but will be revised and added to the core requirements in
2010.
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4. Other small adjustments have been made to the curriculum. Various
circumstances—including new course offerings, deletion of previously existing courses,
changing course schedules, and adjustments necessitated by other curricular changes—
have required that we regularly review the course offerings in our directed elective
categories. Recent changes include: moving EFB 439 to the core from the directed
elective ‘technology’ category (see above); adding dendrochronology to that latter
category; shifting calculus (APM 105) from the core to the ‘Math/Phy. Sci.’ directed
elective category; moving cell physiology (EFB 325) from the core to the
‘Anatomy/Physiology’ category; and adding invertebrate zoology (EFB 355) to the
‘biodiversity’ category.
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