Bachelor of Science in Wildlife Science (WS) December 28, 2008 (Baldassarre, Porter, Frair, Brunner)
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. Demonstrate knowledge of
physical science (chemistry, physics)
and apply that knowledge to wildlife
biology.
FCH 150/151, FCH 152/153,
PHY 101, EFB 320, EFB
462, Field Experience
Elective
A. Distribution of mean performance of
WS students in FCH 150-153 and PHY 101,
as measured by final grades.
These assessment methods will be
applied to students for the first time
in the Summer and Fall of 2009.
Revised performance tracking in
relevant assessment areas
Learning Outcome (what
B. Performance in habitat suitability lab in
EFB 491
A. Distribution of mean performance of WS
students in vertebrate diversity and plant
diversity directed-elective courses.
2. Identify birds, mammals, reptiles,
invertebrates, and plants from field
and museum specimens, and
demonstrate an understanding of
their natural history.
3. Explain and predict wildlife
habitat requirements and population
dynamics, and their drivers of
change, especially in relation to
human activities.
EFB 202, EFB 320, EFB 491,
EFB 493, Field Experience,
Diversity Electives
(vertebrae, invertebrate, plant
diversity)
EFB 320, EFB 390, EFB
462, EFB 491, EFB 493, ESF
300
4. Assess habitat quality and animal
populations by means of scientific
surveys, statistics, and other
quantitative methods.
EFB 202, EFB 320, EFB 491,
EFB 493, ESF 300, APM
391, Field Experience
Elective
A. Performance in EFB 491, as measured by
final grade.
5. Communicate environmental
issues and research using multiple
avenues such as journalism, technical
writing, public speaking, and
environmental interpretation.
6. Interpret public policy and law as
they relate to conservation and
management of wildlife and other
natural resources.
EFB 120, EFB 320, EFB 390,
EFB 491, EFB 493,
Field Experience Elective
A. Performance in recitation presentation in
EFB 390.
7. Interpret habitat assessment,
population modeling, and human
dimensions in wildlife management
planning.
8. Work effectively with others in a
team environment.
EFB 390, EFB 491, EFB 493,
B. Final project grade in EFB 202.
A. Distribution of mean performance of WS
students in EFB 390, as measured by final
grade.
As in 1.
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B. Performance in habitat suitability
exercise in EFB 493.
EFB 120, EFB 390,
Policy Elective
EFB 202, EFB 491, EFB 493
B. Performance in EFB 493 team project.
B. Distribution of mean grade from written
abstracts in EFB 491.
A. Performance on embedded policy
question from EFB 390.
B. Performance of WS students in policy
directed elective, as measured by final grade.
A. Performance on management plan
exercise in EFB 493.
B. PVA exercise in EFB 491
A. EFB 491 team project.
B. EFB 493 team project
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 Wildlife Science students in the indicated outcome-focused embedded project or exercise, or the final course grade (if the entire course focused
on the learning outcome). They are scaled as follows:
2
Performance standards are based on the average grade of Wildlife Science students in the indicated outcome-focused embedded project or exercise, or the final course grade (if the entire course focused
on the learning outcome). 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.
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 (EFB). The B.S. in Wildlife
Science was first offered to ESF students in the Fall semester 2004 in response to an increased desire among
undergraduates for a wildlife specialization, and to increase the visibility of the long-standing and successful
wildlife component of our undergraduate offerings. The degree was immediately popular and has grown each year
as follows: 60 in 2004, to 124 in 2005, to 143 in 2006, to 152 in 2007, and 166 in 2008. Wildlife Science is now the
second most popular major on campus after Environmental Biology, which had a 2008 enrollment of 170.
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 previous assessment. Formal learning outcomes have been established only recently, so no assessment
has yet focused on them. However, unstructured assessments involving faculty discussions and feedback from
students have been significant and resulted in the following changes being completed or initiated.
1.
Changes to EFB 490. The preexisting course EFB 490 (Wildlife Ecology and Management) became the
entry-level wildlife science course taken by students in spring of the sophomore year, but was originally
proposed as a senior-level offering. After instituting the new major, the course was adjusted and the
number changed to EFB 390, to reflect its position in the curriculum as the foundational wildlife science
course. Because of the increased importance of the course, and the need for a more interactive component,
a 1-hour recitation was added and thus credit hours increased from 3 to 4.
2.
Formalized prerequisite for EFB 491. The preexisting course EFB 491 (Wildlife Practicum) had no
prerequisites, and some students were enrolling without proper preparation. In order to establish a logical
sequence, we formalized EFB 390 (Wildlife Ecology and Management) as the prerequisite for EFB 491.
3.
Formalized prerequisite for EFB 493. The need for a more structured sequence of coursework in wildlife
science became apparent early, and the preexisting course EFB 493 (Wildlife Habitats and Populations)
became, in effect, the capstone course for wildlife science majors. Since it had no formal prerequisites, and
some students were unprepared, EFB 491 (Wildlife Practicum) has been established as a prerequisite for
EFB 493. This change properly aligned and formalized a three-course sequence in wildlife science, and
eliminated confusion and conflicts among both students and advisors.
4.
Instituted new GIS course, ESF 300. Knowledge of Geographic Information Systems (GIS) is critical for
wildlife resource managers. However, our only choice on campus was ERE 450, which was a specialized
GIS course taught in the Forest Engineering Department. As this course did not meet the needs of wildlife
science students (and those in other resource-oriented professions), senior wildlife faculty interacted with
other ESF faculty to establish ESF 300, which was substituted for ERE 450 in the Wildlife Science
curriculum in 2008.
5.
Dropped EFB 413 from curriculum. Initially, EFB 413 (Introduction to Conservation Biology) was a core
requirement for Wildlife Science, but it became apparent that the material in this course significantly
overlapped with that in EFB 390 (>50%). A proposal has been submitted to drop EFB 413 from the core
requirements, but it will be among a list of recommended electives.
6.
Changed Policy and Communication Requirement. As originally conceived, one of the Direct Elective
categories required 6 credit hours in the areas of Policy and Communication. It has become apparent that
by the time of graduation students were significantly exposed to Communication subjects via the core
courses CLL 190 and 290, as well as the many reports and presentations they are required to produce across
the curriculum. However, the same is not true for Policy in the natural resources area. We have therefore
reduced this Directed Elective requirement to 3 credits of Policy, and provided students with an updated list
of courses that will satisfy same.
7. Added Elements of Organic Chemistry to Core Requirements. The original curriculum of the Wildlife
Science program included a one-year sequence in General Chemistry (FCH 150-153) but no organic
chemistry, a subject that is required in four of the seven biology programs at ESF. The original decision
was controversial within the EFB department, and now several program deficiencies or functional problems
have been identified through faculty discussions that seem related to the omission of organic chemistry. A)
Organic chemistry is central to all life processes and thus its addition would provide further basic science
strength to the curriculum. B) Many professional wildlife biologists are called upon to evaluate the
environmental impacts of pollution, for which knowledge of organic chemistry is important. C) A
foundation in organic chemistry would be helpful to WS students in certain other core courses, such as
Genetics and Animal Physiology. D) Lastly, anecdotal information indicates that some students were
selecting the wildlife science major (versus the more general Environmental Biology program) solely
because organic chemistry was not in the wildlife curriculum. Therefore, we have begun the process of
adding a one-semester survey course, FCH 210 Elements of Organic Chemistry, to the core curriculum.
This is the default organic chemistry course for four other programs in EFB.