Queensborough Community College
DEPARTMENT:
Year-end Report – Teaching Department
Biological Sciences & Geology
June 2013
YEAR: 2012-2013
A. DEPARTMENT SERVICES/ACTIVITIES REPORT IN 2012-13
1.
Department-sponsored services (fall and spring semesters combined)
Area of Service
Continuous faculty-led tutoring sessions all semester in Anatomy & Physiology during club hours and
open lab hours.
Number Served
200 -300
Area of service (for example): a department-run learning laboratory (not laboratories for which students register as part of their courses), the reference desk or reserve area of the
Library, department tutoring program, etc. (Note: Do not report courses or laboratories for which students register.)
2.
Department-sponsored faculty/staff development activities
Type of Activity and Topic
Common Read “Immortal Life of Henrietta Lacks”
Stem Research club – “Effects of Cocaine…” A.J.Robinosn Ph.D.
Stem Research Club - Sex Differences in Adult Cognition” Salas-Ramirez,Ph.D.
Stem Research Club - Ethics in genetically Modified Food –
Biology Dept – D. Maloney – Stony Brook Univ.- Internships in Biotech
Honors Conf – Biology Dept
Stem Research – “VEGF in Epilepsy”
Stem Research - OSI Pharmaceuticals – Careers in Drug Discovery
QCC NIH Bridges – Mycobacteriophages and TB
Stem Research Club - Cancer and You – Coughlin, Ph. D.
Bio Dept – Journal Form - Sorkin, Ph.D – Aerial Ability in Basal Deinonychosauira
QCC NIH – Penaloza, Ph.D. Gender Differences
Bio Dept – Journal Forum – Mclaughlin, Ph.D. - It’s a TRP!
Bio Club - Carter, Ph.D. – HIV and its Personal ESCRTS
Date
10/3 10/13
4/25
3/28
4/17
4/24
5/3
5/1
3/20
4/18
3/7
4/17
10/2
10/14
4/10
Number Attending
100
75
75
50
50
200
100
60
75
50
25
60
30
70
Note: Faculty and staff development activities (grants, presentations, exhibitions, performances, publications, instructional improvement activities, laboratory development,
curriculum development, etc.)
INSTRUCTIONS:
For each activity, please indicate
1. whether department members organized the activities or gave presentations or both
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Queensborough Community College
Year-end Report – Teaching Department
June 2013
2. the topic and type of activity and name of organizer/presenter, if applicable
3. the date (if not the exact date, indicate the month)
4. the number attending the event
B. COURSE CHANGES IN 2012-13
INSTRUCTIONS: For each course that changed, indicate:
1.
2.
3.
4.
5.
whether the course is new, revised, or deleted
the course number
the course title
the semester the change was approved at the Academic Senate
for revised courses, in the Comments section, describe the type of change(s)—i.e., course title, description, pre/corequisites, credits, hours, designation
New, revised, or
deleted
New
Course
number
BI-131
Course title
Semester approved
Comments
Foundations of Biology
Sp 2013
New
GE – 132
Sp 2013
New
BI – 170
Earth Resources: Gems, Metals
and Energy
Plants and People
3 cr/3 hr lab science to
fulfill pathways
requirement
Replaces GE - 120
BI - 171
Laboratory for Plants and people
Fall 2012
Fall 2012
3cr /3 hr lab science to
fulfill Pathways
requirement
1 Cr lab as a co-requisite
C. PROGRAM CHANGES IN 2012-13
Program
Program change*
MOA AAS Degree
Substituted BU courses
Effective Date (Semester
and year)
Fall 2013
Comments
Course change more
*Key: (a)=initiated, (b)=closed, (c)=renamed, (d)=modified
INSTRUCTIONS:
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Queensborough Community College



Year-end Report – Teaching Department
June 2013
Use the full title of the program, i.e. A.A. in Visual and Performing Arts.
Indicate whether the program change is initiated, closed, renamed, or modified. (If a new program has been approved by
the CUNY Board (or is expected to be approved by June 2013), use fall 2013 as the effective date.)
Describe the exact status (i.e., proposal submitted to CUNY Board; approved by CUNY Board; etc.) in the Comments.
D. DEPARTMENT CHANGES IN 2012-13
Type (see menu below)
Description of
Change
Reason for Change
Date/Semester
Evaluation of Change*
*Please note that, if change has been too recent to evaluate, you may indicate NA.
MENU
Type of change
Personnel or organizational change
Facilities/space
Equipment
Other
Description
New hires, retirees, resignations, promotions, department name changes, etc.
Renovations or development of office space or new facilities (i.e., computer laboratories)
Acquisition of new or disposition of old equipment
Other changes affecting the department not included above and including interactions with other departments
E. DEPARTMENT ASSESSMENT IN 2012-13
1.
Departmental procedures for conducting assessment
The fundamental elements of standard 14 (assessment of student learning) of the Middle States Commission on Higher Education
include: clearly articulated statements of expected student learning outcomes…at all levels (institution, degree/program, course)
and for all programs that aim to foster student learning and development; a documented, organized, and sustained assessment
process to evaluate and improve student learning; evidence that student learning assessment information is shared and discussed
with appropriate constituents and is used to improve teaching and learning.
Describe below the department’s ongoing procedures for assessing student learning and using assessment results to
improve teaching and learning. In your description, please explain how the department fulfills each of the Middle
States fundamental elements above.
The Dept has instituted an Assessment Committee of 7 faculty. The major courses that were assessed this past
academic year included Anatomy and Physiology, Microbiology, and General Biology. These courses were
conducted by the Assessment Institute. All course descriptions and syllabi clearly state learning outcomes and every
course has assessment protocols in place to continuously evaluate student understanding and comprehension.
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Queensborough Community College
2a.
Year-end Report – Teaching Department
June 2013
Departmental participation in self-study/program review during 2012-2013, if applicable
Program(s) reviewed: (GIVE FULL TITLE, i.e., A.A.S. in Digital Art and Design)
External Agency or Reviewers: (GIVE NAME OF AGENCY OR NAME OF REVIEWER[S])
Date of site visit
Major conclusions of self-study
Major conclusions of external reviewers
Resulting action plan
2b.
3.
Program review follow-up
Action item from program review
Timeline for completion
It has been decided that we will put our
Environmental Health program on hiatus with
the expectation that we would continue to
develop our Environmental Science program
The Environmental Science
program should be completed for
review by the end of the 20132014 academic year
Accomplishments during
current year
Course assessment
Courses
assessed (list
individually)
Relevant QCC Educational Objectives
BI -201 General
Biology I
Part 1. Student Learning Objectives
Table 1. Educational Context
Course: BI-201 - General Biology I
Curricula: Associate in Science (A.S.) Degrees in Health Sciences, Environmental Health, Science of Forensics, Biotechnology and
Liberal Arts and Science.
BI-201 is the first part of a two-semester sequential course in General Biology. This entry-level course is required for the Health
Sciences, Environmental Health, Science of Forensics, Biotechnology curricula and it can be used to fulfill part of the science
concentration for Liberal Arts and Sciences students. It serves as a preparation for the pursuit of a bachelor’s degree in Biological
Sciences or Chemistry, and equally well as a foundation for professional programs (physical therapy, occupational therapy, physician’s
assistant medical laboratory technology, environmental health, medicine etc.). The course also fulfills the lab science requirement for
other students, but is not recommended, since there are lab science courses designed for the non-scientist which are of more general
interest.
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Queensborough Community College
Gen. ed.
objective’s ID
number from list
(1-10)
#1
#2
#3
#7
Year-end Report – Teaching Department
June 2013
Table 2. Curricular Objectives
Curricular objective addressed by this course:
1. Environmental Health:
Meet requirements for successful transfer into the junior year of a baccalaureate program in Environmental Health or in related
programs
2. Health Sciences:
Demonstrate an understanding of the principals of Chemistry and how they are fundamental to all living systems.
3. Science of Forensics:
Students will demonstrate competency in the concepts and method of the foundation mathematics and sciences courses required for
transfer to the junior year in Forensic Science at John Jay College: general chemistry, organic chemistry, general biology, calculus, and
calculus physics.
4. Liberal Arts and Science (Mathematics & Science)
Demonstrate proficiency in factual knowledge and conceptual understanding required for transfer to the junior year in a baccalaureate
program in natural science, mathematics, engineering, or computer science or any other program in health sciences.
Table 3. General Education Objectives
General educational objectives addressed by this course: Select from processing list.
Communicate effectively through reading, writing, listening and speaking
Use analytical reasoning to identify issues or problems and evaluate evidence in order to make informed decisions
Reason quantitatively and mathematically as required in their fields of interest and in everyday life
Work collaboratively in diverse groups directed at accomplishing learning objectives
Table 4. Course Objectives and Student Learning Outcomes
Learning outcomes
Course objectives
1. Students will Design and
Students will
conduct an original experiment investigating
a. Develop a testable hypothesis
independent variables that affect pulse rate.
b. Identify the independent, dependent and controlled variables
c. Design experimental procedures
2. Students will use graphs to analyze Students will
and interpret data.
a. Develop tables to record data
b. Compose line and bar graphs to explain data
3. Students will draw conclusions and Students will
inferences from scientific observations or
a. Come to a conclusion based on results
experimental results.
b. Communicate their results and conclusion verbally or in writing
4. Students will properly use the
Students will
microscope to measure cells and differentiate
a. Use digital microscope to measure cell size in microns
between plant and animal cells.
b. Observe and describe the structure of cells in plant and animal
tissue
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Queensborough Community College
Year-end Report – Teaching Department
5. Students will perform experiments.
(pulse rate, osmosis, enzymes, fermentation
ect.) by accurately measuring with pipettes,
syringes, rulers and data probes.
6. Students will compare the
responses of plant and animal cells to salt
solutions of different concentrations.
June 2013
Students will
a. Dispense small volumes of liquids with pipettes and syringes
b. Measure length with metrics rulers
c. Collect data with computerized data probes
Students will
a. Prepare slides of plant leaves in salt solutions of different
concentrations
b. Prepare blood slides in salt solutions of different concentrations
c. Observe and record the microscopic appearance of the cells
d. Integrate material from laboratory manual, textbook, and lecture to
analyze the data and reach conclusions
7. Students will write a lab report on
their enzyme experiment in the scientific
paper format.
Students will
a. perform a quantitative assay of enzyme activity
b. complete a written PreLab assignment on the exercise
c. work in teams to conduct the experiment, record and analyze data
d. report group’s results to the class
e. use a rubric to perform an in-class analysis of a sample lab report
f. write and submit individual lab reports
8. Students will separate and identify
Students will
chloroplast pigments.
a. Use paper chromatography to separate chloroplast pigments
b. Measure distance traveled by solute and each pigment band
c. Calculate Rf value for each pigment
d. Identify the pigments based upon color and Rf value
9. Students will demonstrate their
Students will
understanding of mitosis by identifying
a. Identify the stages of mitosis in onion root tip slides
microscopic images and constructing
b. Will model mitosis with pipe cleaners and beads, demonstrating the
models.
process to each other
10. Students will solve genetics
Students will
problems to predict offspring and determine
a. Use Punnett squares to predict genotypes and phenotypes in the
the pattern of inheritance
next generation
b. Analyze pedigrees to determine how a genetic disorder is inherited
c. Use software to conduct simulated fruit fly breeding experiments
d. Analyze the fly offspring to determine how mutations are inherited
PART II. ASSIGNMENT DESIGN: ALIGNING OUTCOMES, ACTIVITIES, AND ASSESSMENT TOOLS
TABLE 5: OBJECTIVES ADDRESSED IN ASSESSMENT ASSIGNMENT
Course Objective(s) selected for assessment: (select from Table 4)
Students will write a report on their enzyme experiment in the scientific paper format.
Curricular Objective(s) selected for assessment: (selected from Table 2)
Students will demonstrate an understanding of the principles of Chemistry and how they are fundamental to all living systems
General Education Objective(s) addressed in this assessment: (select from Table 3)
Students will reason quantitatively and mathematically as required in their fields of interest and in everyday life.
TABLE 6: ASSIGNMENT, OUTCOMES, ACTIVITIES, AND ASSESSMENT TOOLS
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Queensborough Community College
Year-end Report – Teaching Department
June 2013
Briefly describe the assignment that will be assessed:
Over two labs, students will learn to perform a quantitative assay of enzyme activity by measuring the amount of oxygen produced by
catalase reaction, complete a written PreLab assignment, work in teams to determine the optima (pH, Temperature, concentration) for
the enzyme reaction, report their group’s results to the class, perform an in-class analysis of a sample lab report using a rubric and write
a report on their experiment in the scientific paper format.
Desired student learning outcomes for the
Briefly describe the range of activities
What assessment tools will be used to
assignment (Students will…)
student will engage in for this
measure how well students have met
assignment.
each learning outcome?
1. Students will perform
A. Completion of Table 1
a. In lab 6, students perform a
quantitative assay of enzyme activity.
“Effect of Enzyme Concentration”, the
quantitative assay of enzyme activity as
2. Students will complete a
graph “Effect of Enzyme Concentration
demonstrated by instructor and
written PreLab assignment on the exercise
on Reaction Rate” and responses to
described in written instructions.
3. Students will work in teams
written questions.
b. Before lab 7, students read
to conduct the experiment, record and analyze the exercise and answer questions about
B. PreLab assignment
data
C. Instructor circulates
the concept, objectives, variables,
4. Students will report their
through the lab monitoring progress.
purpose, hypothesis and reasoning.
group’s result to the class
D. Oral questions
c. Working in groups,
5. Students will perform
students follow oral and written
E. Written lab reports
in-class analysis of a sample lab report
instructions to set up the apparatus (CO2
probe and software) and conduct an
6. Students will write and
submit individual lab reports
experiment investigating the effect of
their assigned variable on the enzyme
catalase.
(GEN ED OBJECTIVES # 1,2,3,7
d. Students present a graph
summarizing their results to the class.
e. Using a rubric, students
work in groups to identify the format
and key components of a sample lab
report.
f. Students write individual lab
reports in the scientific paper
format.
PART III. ASSESSMENT STANDARDS (RUBRICS)
TABLE 7: ASSESSMENT STANDARDS (RUBRICS)
Brief description of assignment: (Copy from Table 6 above)
Over two labs, students will learn to perform a quantitative assay of enzyme activity by measuring the amount of oxygen produced by
catalase reaction, complete a written PreLab assignment, work in teams to determine the optima (pH, Temperature, concentration) for
the enzyme reaction, report their group’s results to the class, perform an in-class analysis of a sample lab report using a rubric and write
a report on their experiment in the scientific paper format.
Desired student learning outcomes from
Assessment measures for each
Standards for student performance:
the assignment: (Copy from Column 1,
 Describe the standards or rubrics
learning outcome:
Table 6 above; include Educational Goals
(Copy from Column 3, Table 6 above)
for measuring student achievement
and/ or General Education Objectives
of each outcome in the assignment.
addressed)
 Give the percentage of the class that
is expected to meet these outcomes
 If needed, attach copy(s) of rubrics.
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Queensborough Community College
Year-end Report – Teaching Department
1.
Students will perform quantitative assay
of enzyme activity.
A.
2.
Students will complete a written PreLab
assignment on the exercise
B.
3.
Student teams will conduct an
experiment and analyze data
Students will report their group’s result
to the class
C.
4.
June 2013
Completion of Table 1 “Effect
of Enzyme Concentration”,
the graph “Effect of Enzyme
Concentration on Reaction
Rate” and responses to written
questions.
PreLab assignment
Instructor circulates through
the lab monitoring progress.
D/E. Oral questions
5.
Students will perform in-class analysis
of a sample lab report
6.
Students will write and submit individual
lab reports
(GEN ED OBJECTIVES # 1,2,3,7
F.
Written lab reports
BI-201 Lab Report Rubric
Format
(2 points)
Introduction
(2 points)
Methods
(1.5 points)
Results
(2 points)
Discussion
(2 points)
References
(0.5 point)
Followed lab report format
Word-processed using size 12 font
Neat and organized with no spelling/grammar errors
Brief review of relevant background information
Original writing (i.e., paragraph, don’t copy and don’t quote)
Hypothesis explicitly stated
Explanation of the scientific reasoning that led to the hypothesis
Step-by-step list or description of how experiment was performed
Independent and dependent variables clearly identify
Organized written summary of the results
Data presented in graphs/tables with appropriate labels
Detailed explanation of the results
Conclusions follow data (no wild guesses)
Discuss “real world” applications of the experiment
Hypothesis is rejected or accepted based on the data
Reasonable explanation for any errors
At least two references
All references are relevant and appropriate
Grade
A
B
C
D
U
A.
All students are expected to
complete the table and graph,
and answer the questions.
B. Holistic scale for PreLab
assignment:
Good - 2 points; Satisfactory – 1 point
Missing/unsatisfactory – 0 points
Projected outcome: 75% Satisfactory or
Good
C. All students are expected to
follow the experimental procedures.
D. All students are expected to
answer questions regarding
their experimental results.
E. All students are expected to
answer a series of questions
regarding the sample lab report
G. See Rubric below;
Projected Outcome: 75% A, B or C.
Points
9-10
8-8.5
7-7.5
6-6.5
0-5.5
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Queensborough Community College
Year-end Report – Teaching Department
June 2013
PART IV. ASSESSMENT RESULTS
TABLE 8: SUMMARY OF ASSESSMENT RESULTS
Desired student learning outcomes:
(Copy from, Column 1, Table 6 above:
Include Educational Goal and/or General
Education Objectives addressed)
1. Students will perform quantitative
assay of enzyme activity.
2.
Students will complete a written
PreLab assignment on the exercise
3.
Students will work in teams to conduct
the experiment, record and analyze data
4.
Students will report their group’s result
to the class
5.
Students will perform in-class analysis
of a sample lab report
6.
Students will write and submit
individual lab reports
(GEN ED OBJECTIVES # 1,2,3,7
Student achievement: Describe the group achievement of each desired outcome and the knowledge and cognitive
processes demonstrated.
A.
All students performed the assay, completed the table and graph, and answered the questions. The following
process/knowledge abilities were demonstrated
 understand and evaluate procedural knowledge
 understand and evaluate factual knowledge
 understand and evaluate conceptual knowledge
B.
On learning outcome #2, 91% of students achieved “Satisfactory” or “good.” These results exceeded the
projected outcome. The following process/knowledge abilities were demonstrated:
 understand and evaluate procedural knowledge
 understand and evaluate factual knowledge
 understand and evaluate conceptual knowledge
C.
All students were able to follow the experimental procedures. The following process/knowledge abilities were
demonstrated:
 understand and evaluate procedural knowledge
 understand and evaluate factual knowledge
D.
All student groups were able to answer questions regarding their experimental results. The following
process/knowledge abilities were demonstrated:
 understand and evaluate procedural knowledge
 understand and evaluate factual knowledge
 understand and evaluate conceptual knowledge
E.
All students were able to answer a series of questions regarding the sample lab report. The following
process/knowledge abilities were demonstrated:
 understand and evaluate procedural knowledge
 understand and evaluate factual knowledge
F.
On learning outcome # 6, 84% of students achieved C or higher. These results very close to projected outcome.
The following process/knowledge abilities were demonstrated:
 understand and evaluate procedural knowledge
 understand and evaluate factual knowledge
 understand and evaluate conceptual knowledge
TABLE 9. EVALUATION AND RESULTING ACTION PLAN.
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Queensborough Community College
Year-end Report – Teaching Department
June 2013
A.
Analysis and interpretation of assessment results:
What does this show about what and how the students learned?
Students working in teams successfully performed quantitative assays of enzyme activity and wrote individual reports in the scientific paper format.
B.
Evaluation of the assessment process:
What do the results suggest about how well the assignment and the assessment process worked both to help students learn and to show
what they have learned?
A.
B.
C.
D.
E.
F.
All students successfully performed the enzyme assay, completed the table and graph, and answered the questions. Instructors monitored group
progress and offered suggestions. Students who were not following the correct procedures were encouraged to repeat the experiment.
On the PreLab assignment, 91% (355/389) of students achieved “Satisfactory” or “Good.” These results exceeded the projected outcome. Since
this was the third take home PreLab assignment, students knew that they had to read the exercise slowly and carefully in order to answer the
questions.
All students were able to follow the experimental procedures. Sufficient time was allotted so that students who were not initially successful
could repeat the experiment.
All student groups were able to answer questions regarding their experimental results. Each group resented a graph of their results to the class
and then answered questions during a whole class discussion.
All students were able to answer a series of questions regarding the sample lab report. It was difficult to synchronize this activity because some
groups took longer than others to complete their experiments.
On the individual lab reports, 84% (322/386) of students achieved C or higher. These results exceeded the projected outcome.
C.
Resulting action plan:
Based on A and B, what changes, if any, do you anticipate making?
The computers, enzyme assay and writing assignments were introduced as part of a major course in 2007. The results indicate that the vast majority
of students understood the concepts of experimental design and enzyme action, and were able to communicate their results in a scientific format.
However, the equipment is no longer reliable and we are in the process of upgrading the software and replacing the computers and probes.
A, B, C & D No changes are needed.
E. Greater emphasis will be placed on classroom management. Timely completion of the experiment depends on the students’ organizational and
laboratory skills. Those who complete the exercise early can work with the instructor in assisting those having difficulty so that sufficient time
can be allotted for analysis of the sample lab report.
F. BI-201 instructors will meet to discuss providing additional directions on how to write a lab report.
Courses
assessed (list
individually)
Relevant QCC Educational Objectives
10
Queensborough Community College
Bi-202
General
Biology II
Year-end Report – Teaching Department
June 2013
Assessed Course Objective:
Students will describe how form and function are related in a representative vertebrate, the fetal pig.
Assessed Course Learning Outcomes:
Students:
a. discussed in groups and represent their opinion to the class on two topics: why fetal pigs are use in laboratories and where are these fetal pigs
coming from
b. measured their specimen and determined its age
c. worked in pairs to dissect fetal pig using proper dissecting tools
d. drew their specimens and correctly label the external anatomy
e. drew diagrams of dissected organ systems
f. hypothesized about the function of each organ and organ system
g. created a chart comparing structure and function of organ systems
h. compared the pig anatomy to human anatomy
i. dissected the pig heart and compared it to the human hear model
j. described how the blood flows through the heart
Educational Objectives Addressed by this learning outcome:
1.
2.
3.
6.
7.
9.
communicate effectively through reading, writing, listening and speaking
use analytical reasoning to identify issues or problems and evaluate evidence in order to make informed decisions reason quantitatively and
mathematically as required in their fields of interest and in everyday life
use information management and technology skills effectively for academic research and lifelong learning
differentiate and make informed decisions about issues based on multiple value systems
work collaboratively in diverse groups directed at accomplishing learning objectives
employ concepts and methods of the natural and physical sciences to make informed
judgments
Methods of Assessment
Students were assessed based on their performance in the laboratory, discussion, quality of the dissection, drawings and correct labeling, and dissection
report.
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Queensborough Community College
Year-end Report – Teaching Department
June 2013
A new worksheet was developed and students were required to complete it during weeks 12 & 13 (see attachment).
Following rubric was used to assess the learning outcomes.
Not adequate
Adequate
Good
Very Good
Excellent
Tools used not
appropriately
specimen dissected
with major errors
Work not
performed in
collaboration not all
assigned tasks
completed
Drawings and labels
are not clear and
accurate
Tools used
appropriately
specimen dissected
according to the
protocol with minor
errors
Work performed in
collaboration most
of assigned tasks
completed
Tools used appropriately
specimen dissected
according to the
protocol
Group work
Explanations show
some thinking about
benefits and ethical
issues
Age correctly
determined from the
size of the fetal pig
and not fully
explained
Tools used
appropriately
specimen dissected
according to the
protocol with some
errors and mistakes
Work performed in
collaboration all
assigned tasks
completed with some
help from the group
Drawings are clear
and most of the
structures labeled
correctly and neatly
Drawings are clear
and mostly accurate
and explanations of
functions have some
mistakes
Explanations show
thinking about
benefits and ethical
issues
Age correctly
determined from the
size of the fetal pig
and explained
Proper use of
dissecting tools and
proper performance
of dissections
Explanations show
some thinking
about benefits and
ethical issues
Age correctly
determined from
the size of the fetal
pig and not well
explained
Tools used mostly
appropriately
specimen dissected
mostly according
to the protocol
Explanations show deep
thinking about benefits
and ethical issues
Determination of
the age of the fetal
pig
Explanations do not
show thinking about
benefits and ethical
issues
Age guessed or
incorrectly
determined
Drawings are clear
and nearly all
structures labeled
correctly and neatly
Drawings are clear
and mostly accurate
and explanations of
functions are mostly
correct
Drawings are clear and
all structures labeled
correctly and neatly
Dissection performed
mostly correctly,
drawing clear and
labeled with small
mistakes; the blood
flow through the
heart described with
minor mistakes
Dissection
performed
correctly, drawing
clear and labeled
with minor
mistakes; the blood
flow through the
heart described well
Dissection performed
correctly, drawing clear
and correctly labeled;
the blood flow through
the heart described
perfectly
Discussion of use of
fetal pigs as
dissection model
Drawings of the
dissected specimen
Drawings of the
organ systems with
the emphasis on
cardiovascular and
respiratory systems
Drawings are not
clear and accurate
and explanations of
functions are mostly
missing or incorrect
Dissection of the
heart and
description of the
blood flow
Dissection
performed with
major mistakes,
drawing not clear
or not correctly
labeled; the blood
flow through the
heart described
incorrectly
Work performed in
collaboration some
of assigned tasks
completed
Drawings are
readable and many
structures are
labeled correctly
Drawings are clear
and mostly accurate
and some
explanations of
functions missing
or incorrect
Dissection
performed with
small mistakes,
drawing clear and
labeled with some
errors; the blood
flow through the
heart described
mainly correctly
Age correctly
determined from the size
of the fetal pig and fully
explained
Work performed in
collaboration all
assigned tasks
completed
Drawings are clear and
accurate and
explanations of
functions are correct
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Queensborough Community College
Year-end Report – Teaching Department
June 2013
Results
Students attending all of the lab sessions during Spring 2013 participated in the assessment. 105 worksheets from 6 sections were
collected and graded by the same faculty member.
The following results were obtained.
Not
Adequate
Good
Very
Excellent
Adequate
Good
Discussion of use of fetal pigs as dissection model
8%
1%
3%
16%
72%
Determination of the age of the fetal pig
7%
4%
8%
4%
78%
Proper use of dissecting tools and proper performance of
dissections
6%
6%
88%
Group work
6%
94%
Drawings of the dissected specimen
7%
7%
11%
22%
53%
Drawings of the organ systems with the emphasis on
cardiovascular and respiratory systems
5%
8%
13%
15%
59%
Dissection of the heart and description of the blood flow
2%
5%
11%
22%
60%
Students enjoyed the assignment. Most of them put an effort into the activities.
Students demonstrated an understanding of the structure of the heart and the blood flow in the mammalian cardiovascular system. Only
2% of the students did not perform adequately. The main difficulty was keeping track of the names of vessels in the pulmonary system.
Stressing the proper naming of the blood vessels would reinforce the learning (several students made simple mistakes confusing
pulmonary veins with pulmonary arteries).
Students demonstrated ability to draw the diagrams of the organ systems. Only 5% of the students did not score adequate or above. Some
of the diagrams were oversimplified and some were not properly labeled. Stressing the need to pay attention to the details would be
beneficial.
Students demonstrated the ability to draw the dissected specimen. Only 7% of the students did not score adequate or above. The main
problem was with proper labeling of the body parts. Some students pasted drawing cut from the lab book. Perhaps the instructions were
not clear enough.
All students worked in groups very well and could properly use the dissection tools.
Most of the students could properly measure the specimen and based on the measurement determine its age. Only 7% of the students did
not score adequate or above. Some of the students had difficulties with keeping the track of the units (for example using inches instead of
millimeters or incorrectly converting cm to mm). Quick reminder of the unit systems would solve the problem.
Students discussed the reasons for using fetal pigs in the lab and the source of them. Only 8% of the students did not score adequate or
above. The students either neglected to answer the question or did not provide full answer.
Students were already comfortable working in groups. They previously performed dissections of various organisms and were familiar
with proper use of tools. The assessment was performed at the end of semester and students were very familiar with the laboratory
procedures.
Number of students performing Excellent and Very Good exceeded expectations.
We expected that all of the students will achieve at least adequate in all of the activities. The few students who scored not adequate in
many cases just missed a question. In the future the need to be detail oriented will be stressed.
Final Considerations
All faculty involved in the assessment engaged in discussion of the results via e-mail. Everybody agreed that students engaged in the
assignment and put an effort. The results showed that students are learning how form and function are related in a representative
vertebrate, the fetal pig. The assignment engaged students and possibly will be implemented as one of the lab activities.
13
Queensborough Community College
Courses
assessed
BI-301
Anatomy &
Physiology
Year-end Report – Teaching Department
June 2013
Relevant QCC Educational Objectives
Approximately 600 students enrolled in Anatomy and Physiology Bio 301 during the spring, 2013. The students attended 3-hour
lecture and 3-hour laboratory session per week. There were18 lecture sections and 24 laboratory sections taught by five tenure-track
professors, six untenured faculty member and 11 adjuncts. Course assessment data were taken from the three assignments below using
departmental finals or recorded during laboratory sessions. The assessment started during the latter half of the semester. Results were
formulated into a rubric below.
Assignment 1: Five multiple-choice questions in Departmental Final given at the end of the semester were analyzed. The questions
were.
MULTIPLE CHOICE. Choose the one alternative that best completes the statement or answers the question.
1) Anatomy is to ________ as physiology is to ________.
A) structure; form
B) function; form
C) structure; function
D) form; structure
E) growth; form
2) Which of the following is arranged in correct order from the most complex to the simplest?
A) molecular, cellular, tissue, organ, system, organism
B) organism, system, organ, tissue, cellular, molecular
C) cellular, tissue, molecular, system, organ, organism
D) tissue, cellular, molecular, organ, system, organism
E) organ, organism, molecular, cellular, tissue, system
3) Which organ system provides support, protection of soft tissue, mineral storage, and blood formation?
A) integumentary
B) muscular
C) skeletal
D) endocrine
E) nervous
4) The maintenance of a relatively constant internal environment in an organism is termed
A) negative feedback.
B) integration.
C) positive feedback.
D) effector control.
E) homeostasis.
5) When body temperature rises, a center in the brain initiates physiological changes to decrease the body temperature. This is an
example of
A) nonhomeostatic regulation.
B) negative feedback.
C) fever.
D) positive feedback.
E) diagnostic regulation.
14
Queensborough Community College
Year-end Report – Teaching Department
June 2013
Results:
Fifteen of 18 lecture sections were assessed. Students who scored all five questions correct were tabulated as 100% and those
who scored four out of five were given 80% and so on.
Instructors
100%
80%
60%
40%
20%
0%
AAA
6
2
1
BBB
4
6
4
1
1
0
CCC
3
5
5
1
DDD
11
3
2
EEE
1
4
19
10
2
0
1
6
6
4
1
0
JJJ 4 sections
18
27
11
2
KKK 2 sections
20
23
9
3
7
7
1
95
93
39
FFF 2 sections
GGG
LLL
Total:
1
9
0
2
227/238 = 95% of the sampled students scored above 60%.
188/238 = 79% of the sampled students scored above 80%
Assignment 2: The aim of this assignment was to determine whether students were competent in handling a microscope and applying
the technical skills which were learned during the first month of anatomy and physiology. Sample competency measure sheet is
given on the next page.
15
Queensborough Community College
Year-end Report – Teaching Department
June 2013
Anatomy and Physiology 301 Competency Measure:
Directions: Students are presented with a microscope and a prepared slide from the Anatomy and Physiology laboratory (eg.
epithelium, connective tissue, muscle and nervous tissue). Students are asked to identify five microscope parts and then to focus on the
object (eg. the cells) on the slide using the 40x objective.
This assessment is graded according to the following criteria. Passing grade is 70%
Instructor__________________Section______________________Semester________________
ASSESSMENT CRITERION
1. Identification of 5 parts of
the microscope from the
following list:









Stage
Ocular lens
Objective lens
Light Source
Iris Diaphragm
Condenser
Course adjustment knob
Fine adjustment knob
Mechanical stage
2.
Student ability to focus the
slide using the 40x objective

Student begins the process
with the 4x objective, proceeds
to the 10x objective and then
utilizes the 40x objective.

Student demonstrates proper
use of the coarse and fine
adjustment knobs
POINT VALUE
Five (10) points each
50 point Total
STUDENT NAMES AND SCORES
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
40 point Total
5 points for each adjustment
10 point Total
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
16
Queensborough Community College
Year-end Report – Teaching Department
June 2013
Results:
Tenoutof24laboratorysectionswereassessed.
100%
90%
80%
70%
60%
Less than 60%
DDD
3
2
3
5
2
1
BBB
2
6
3
3
HHH
12
3
6
3
1
3
2
Instructors
III
1
III
2
1
1
5
FFF
5
1
1
1
CCC
2
7
MMM
2
6
3
3
JJJ
1
2
2
1
0
1
2
8
1
1
0
1
JJJ
Total
30281725813
100/121 = 83% of the sampled students scored above 70%.
17
Queensborough Community College
Year-end Report – Teaching Department
June 2013
Assignment 3: Each student in participating laboratory sections was given a hand out and was asked to answer the questions in a
written format. (Attachment 3)
Attachment 3:
1)
Please describe the features that you will look for to determine whether a tissue is an epithelium, connective tissue, muscle or
nervous tissue. (40 points)
2)
Please read the passage below and answer the following questions. (60 points)
Smoking hurts teen girls' bones Science News Dec 5, 2012. High school might be a bit early to start thinking about bone loss and
osteoporosis, but a new study finds that teenage girls who smoke may put themselves on a trajectory to accrue less bone mineral than
those who don’t light up.
Osteoporosis is a loss of bone density that predisposes people to fractures and leaves many elderly people — particularly women —
hunched over. While bones regenerate and remodel nonstop over a lifetime, the teen years are crucial to developing a strong, dense
skeletons. “This age group is when you should gain about 50 percent of your bone accrual,” says study coauthor Lorah Dorn, a
developmental psychologist and pediatric nurse practitioner at Cincinnati Children’s Hospital Medical Center. Failing to build
adequate bone strength in adolescence could jeopardize a young woman’s ability to fully accumulate a “bone bank” that will be needed
when she someday reaches menopause and begins to lose bone mass, she says.
Dorn and her colleagues recruited 262 healthy girls ages 11 to 17. Each filled out confidential questionnaires about their nutritional
habits and lifestyles and returned for three yearly visits to undergo bone density tests. Girls who reported smoking regularly showed
nearly flat rates of bone density growth in the lower vertebrae and a decline in bone density at the hips. Nonsmokers showed normal,
steadily rising bone density in both regions, the authors report online December 4 the Journal of Adolescent Health. By the time they
reached age 19, daily smokers in the study had fallen a full year behind nonsmokers in bone mineral accrual, the authors note
18
Queensborough Community College
Year-end Report – Teaching Department
June 2013
1)
Girls who reported smoking regularly showed
a.
High levels of bone density growth in the lower vertebre
b.
Low levels of bone density growth in the lower vertebre
c.
Levels of bone density growth that were nearly flat in the lower vertebre
d.
Low levels of bone density growth in the cerical vertebre
2)
Osteoporosis is
a. Something that affects the neurons ability to communicate
b. Responsible for the fatigue of muscles during prolonged use
c. What generates the increased deposition of bone material
d. A loss of bone density
Results
Ten out of 24 laboratory sections were assessed.
Assignment #3
100%
90%
MMM
1
2
MMM
CCC
80%
Less than 6
70%
60%
3
1
2
2
2
2
4
2
2
3
2
2
Instructors:
FFF
2
2
1
1
1
6
3
2
5
2
2
III
2
III
2
HHH
4
4
2
1
DDD
3
2
6
4
2
1
2
2
1
2
JJJ
JJJ
Total
3
1
4
1
2
2
1
2
20
12
25
22
15
19
79/113 = 70% of the sampled students scored above 70%.
19
Queensborough Community College
Year-end Report – Teaching Department
Summary
June 2013
Anatomy and Physiology BI-301 Rubric
The student
Outstanding
Good
Satisfactory
Inadequate
No evidence
5/5 correct
4/5
3/5
2/5
<1/5
(95/238)
40%
(93/238)
39%
(39/238)
16%
(9/238)
3%
(2/238)
2%
Assignment 2
Understands the parts of the
microscope and demonstrates it
proper usage.
Result:
90-100 points
80-9
70-79
60-69
Below 60
(58/121)
48%
(17/121)
14%
(25/121)
21%
(8/121)
6%
(13/121)
11%
Assignment 3
Recalls of basic tissue histology and
general knowledge of anatomy and
physiology in a context of human
disease.
Result:
90-100 points
80-89
70-79
60-69
Below 60
(32/113)
29%
(25/113)
22%
(22/113)
19%
(15/113)
13%
(19/113)
17%
Assignment 1
Understands the level of organization,
human as a dynamic self-maintaining
system, and the concept of osmosis
and its effect on the cell
Result:
Summary:
Assignment 1: These questions were designed to determine whether students who having almost completed a semester of A and P
could understand the level of organization, human as a “dynamic self-maintaining system” and the concept of osmosis and its effect on
the cell.
Student learning Outcome:
40% of the sampled students showed that they know level of the organization of the human body, appreciate
homeostasis as the body’s control to maintain stable environment and familiar with different processes occur in
the human body.
16% - 55% of the sampled students were either satisfactory or good at knowing the level of organization, appreciate
the homeostasis or familiar with the body processes.
5% of the students did not show this competency.
20
Queensborough Community College
Year-end Report – Teaching Department
June 2013
95% of the students passing of assignment 1 fulfilling two of the three course objectives. 1) To understand the human organism on
the chemical, cellular, tissue, organ and organ system levels of organization and 2) To understand the healthy human organism as a
dynamic self-maintaining system and also fulfilling general education (objective 2): use analytical reasoning to identify issues or
problems and evaluate evidence in order to make informed decisions is
Assignment 2: The aim of this assignment was to determine whether students were competent in handling a microscope and applying
the technical skills by demonstrating its proper usage in identification of a specimen.
Student learning Outcome:
The usage of a microscope is the foundation of science and students in Anatomy and Physiology BI-301 were
introduced to the microscope. They were taught the proper technique in handling the microscope and its usage in the
examination of different human tissues. The instructors tested each student in their section on the parts of the
microscope as well as observed each student’s ability to focus on the specimen (eg. muscle cell) on the slide using the
40x and 100x objective lenses.
48% of the sampled students demonstrated that they can identify the parts of the microscope and its proper usage.
14-35% of the sampled students were either satisfactory or good at identify the parts of the microscope and its proper
usage.
6%-17% of the students did not show this competency.
83% of students passing of assignment 2 fulfilling general education (objective 4): use information management and
technology skills effectively for academic research and lifelong learning
Assignment 3: Recollection of basic tissue histology and apply general knowledge of anatomy and physiology in a context of human
disease.
Students were asked to write down what features they would use to determine four basic tissues. They were also asked to read a
passage about smoking and osteoporosis and answer two questions after the passage.
29% of the sampled students demonstrated that they can differentiate different tissues using features that were taught in
A and P. They also showed an understanding of human disease and related the disease to materials learned in A and P.
19-41% of the sampled students were either satisfactory or good at differentiation of tissues or understanding of human
disease
13%-30% of the students did not show this competency.
70% of the students passing of assignment 3 fulfilling the third course objective: To provide the foundations for the
understanding of human health and disease through the knowledge of human anatomy and physiology and also fulfilling general
education (objective 1), communicate effectively through reading, writing, listening, and speaking.
21
Queensborough Community College
Year-end Report – Teaching Department
June 2013
Recommendations:
It is recommended that a course assessment should be done during the latter half of the semester as many students in this
introductory course to anatomy and physiology dropped out mainly because of poor performance. It is suspected that those students
were not prepared for A and P 301. The inclusion of these students could skew the significance of the result as their performance is
indicative of only part of the course materials. The attrition rate associated with this course has been acknowledged. This assessment
did not focus on examining the number of students who dropped the course. Future study could include this. Even without such study,
a prerequisite for this course has been discussed but no resolution has been made.
It should be noted that assignment #1 attempts to evaluate the course objectives using only five questions when in fact, the
objectives for the course are broad and no single parameter will be sufficient. In the future, student test scores on the whole
departmental exam with 100 questions could be used. As reported here, not all sessions were assessed and it appears that not all
instructors have given the assessment as a necessary priority. A more formal announcement indicating the significance of the course
assessment could be done in the future.
A high number of students in A and P 301 (up to 42%) was not competent in demonstrating the usage of the microscope or
identify its parts. If the microscope were to be used in the future to assess student’s learned technical skills, the instructors may need
more allotted time to cover the usage of it. Alternatively, different methods could be used to gauge at student technical skills. Eg:
usage of computer, open website seeking scientific article, submitting electronic report etc.
A slightly higher than 50% of the students in A and P demonstrated effect reading and writing. In fact, student’s
performance in this course is determined from multiple choice lecture exams and written short answer in laboratory practical. A very
limited writing skill is required to pass the course as recollection of scientific information (anatomy) and how organ and organ system
functions are generally stressed more. It should be noted that correct spelling of anatomical terms is considered. If writing plays as an
important component of this course, the inclusion of laboratory report or case study is recommended.
Code:
AAA – Campbell
BBB - Harris
CCC – Kulawy
DDD - Nguyen
EEE – Boris
FFF – Bronstein
GGG – Ellerton
HHH - Kuper
III - Keegan
JJJ - Sherman
KKK - Altimari
LLL -Mader
MMM - anonymous
22
Queensborough Community College
Year-end Report – Teaching Department
June 2013
Courses assessed
(list individually)
Relevant QCC Educational Objectives
BI-356 Principles of
Genetic
Specific Objective (outcome): Demonstrate proficiency in critical reading and understanding of complicated genetics concepts
and terms. Summarize the current literature and integrate knowledge to make a group presentation on a relevant topic: gene
therapy, cloning, genetically modified food, population genetics, Alzheimer’s
Rubric for Collaborative Work for BI-356
Description of standards of performance on report for the desired learning outcomes:
LEARNING
Students demonstrate
Students will work in small
OUTCOMES>
Interpersonal skills.
groups (4) to choose a topic
PERFORMANCE
of choice and become
Accountability in a group
LEVEL
proficient in critical reading
effort will be monitored via
V
and understanding of
Discussion Board on
concepts.
BlackBoard.
Courses assessed
(list individually)
Students will design and
complete a group project
4
Participates in group work
>90% of the time &
contributes to learning
tasks and common goals
Demonstrates evidence of
interpersonal skills and
accountability in diverse
groups >90% of the time
Demonstrates leadership skills
in group to design project and
completes their portion of the
work >95% of the time
3
Participates in group work
76 - 90% of the time &
contributes to learning
tasks and common goals
Demonstrates evidence of
interpersonal skills and
accountability in diverse
groups 76-90% of the time
Works in group to design
project and completes their
portion of the work
approximately 90% of the time
2
Participates in group work
50% - 75% of the time &
contributes to learning
tasks and common goals
Demonstrates evidence of
interpersonal skills and
accountability in diverse groups
50 - 75% of the time
Works in group to design
project and completes their
portion of the work
approximately 75% of the time
1 (not passing)
Participates in group work
<25% of time with little
contribution to the learning task
or common goals
Demonstrates evidence of
interpersonal skills and
accountability in diverse
groups 25% of the time
Works in group to design
project but completes their
portion of the work
approximately 25% of the time
0
Will not participate in
group work
No evidence of any of the
skills listed
Cannot work in group to design
& complete a project
Relevant QCC Educational Objectives
Rubric for Collaborative Work for BI-356
Description of standards of performance on report for the desired learning outcomes:
23
Queensborough Community College
Year-end Report – Teaching Department
June 2013
LEARNING
OUTCOMES>
PERFORMANCE
LEVEL
V
Students will make an oral presentation
based on the project selected and by the
group.
Students demonstrate proficiency in their
understanding of complicated concepts in scientific
literature and how it relates to current needs of the
society.
4 (highest)
Makes a presentation on group work
>95% of the time and assists others in
group to do the same
3
Makes a presentation based on group
work approximately 90% of the time
Makes a presentation based on group
work approximately 75% of the time
Makes a presentation based on group
work approximately 25% of the time
Refuses to participate in these types of
activities
Student is able to draw all conclusions with complete
accuracy and use critical thinking skills to explain the
genetic background information on the topic, current
knowledge in the field and how various techniques
were used to solve the problem or ongoing research.
Student is able to draw conclusions with almost complete
accuracy and can understand the genetic concept.
Student is able to draw conclusions with some accuracy and
show some understanding on the genetic concepts
Student is able to draw conclusions with very little accuracy
and has little understanding of the concepts.
Student cannot draw conclusions from the scientific data
researched and has no knowledge of the concepts learned by
the group.
2
1 (not passing)
0
(lowest)
RESULTS
Collaborative Work
Competencies
4
3
2
1
0
1
0
Students choose a topic and start work in a group
Demonstrate interpersonal skills and accountability in a group
Students will design and complete a group project
Presentation
Competencies
4
3
2
Students make oral presentation
Students show proficiency in understanding complicated genetics concepts and scientific
literature
Courses
assessed
BI-453
Biotechnology
Relevant QCC Educational Objectives
List your student learning outcomes as described in your syllabus. Please list ALL of the Student Learning
Outcomes (LO) that are listed in your syllabus
Learning outcome # 1: By the end of the semester students can perform an experiment to gather, interpret and assess information collected from the
Experiments done in the lab.
Learning outcome # 2: By the end of the semester students can evaluate data and think critically to write a scientific lab report.
Learning outcome # 3: By the end of the semester, the students prepare a well-reasoned presentation that compares data/evidence critically to
support/refute different points of view on a topic and make a strong presentation.
24
Queensborough Community College
Gen Ed. Obj.
Year-end Report – Teaching Department
Outcome
Desired
June 2013
Outcome
Desired
Outcome
Desired
Outcome
desired
1. Communicate effectively through reading, writing, listening and
LO #2
LO # 3
speaking
2. use analytical reasoning to identify issues or problems and evaluate
LO # 1
LO # 2
LO # 3
evidence in order to make informed decisions
3. reason quantitatively and mathematically as required in their fields of interest and in
everyday life
4. use information management and technology skills effectively for
academic research and lifelong learning
5. integrate knowledge and skills in their program of study
LO # 1
LO # 2
LO # 3
6. differentiate and make informed decisions about issues based on
multiple value systems
7. work collaboratively in diverse groups directed at accomplishing
LO # 1
learning objectives
8. use historical or social sciences perspectives to examine formation of ideas, human
behavior, social institutions, or social processes
9. employ concepts and methods of the natural and physical sciences to make informed
judgments
10. apply aesthetic and intellectual criteria in the evaluation or creation of works in the
humanities or the arts
Describe the assessment activity and the ( student learning outcome(s) it addresses ) that occurred in your course.
BI-453 is an Honors Course and all students are required to choose a topic of interest out of the 12 lab projects done during the semester. Experiments are
done as a team of 2 students. However, students are required to analyze the lab results for the entire class. Students are required to submit a written lab
report each week and at the end of the semester, they are required to make an oral PowerPoint presentation on one of the topics selected. The assessment
activity chosen is a Capstone experience - research projects, presentations, and work scored using a rubric (in the appendices)
25
Queensborough Community College
Year-end Report – Teaching Department
June 2013
List the data collection instrument (s) used for assessment1.
A 5 point rubric was used to assess student’s assignment. The rubric was shared with the students on blackboard as well as discussed with students at the
start of the semester and a week before assignment was due.
Provide an analysis (and summary) of the assessment results that were obtained.
Out of 8 students in the class (n=8).
1) 100% of the students were able to perform the experiments carefully and gather data either individually or working with a lab partner as required scoring
level 4 on the rubric.
2) 75% of the class scored level 4 on the lab report while 12.5% scored level 3 on the and 12.5% scored level 2.
3) 87.5% of the class scored level 4 on the presentation while 12.5% scored level 2.
Describe how the assessment results that were obtained affected (or did not affect) the student learning outcomes you identified. As part of your
discussion, describe any plans you have to address the areas where students need to improve.
The summary suggests that all the students who were present (8/8) were able to complete their experiments and gather data. One individual (1/8) due to
absences was not able to complete the lab projects and that reflects directly on the poor performance in this individual’s lab reports. 6/8 students were able
to write an excellent, comprehensive lab report that explained all the results carefully while the other 25% of them were not as proficient as others.
Instructor thinks it could be a number of reasons, first, it takes practice and hard work to learn to write a good scientific lab report and students need time to
understand and change accordingly, second for a lot of individuals, English is a second language and again, they might need more practice to improve their
writing skills. Students were able to improve their critical thinking skills by the time they made oral presentations at the end of the semester.
1Please
use at least one direct assessment measure (selected from the list included with this email message), and any indirect
Measures you think are appropriate.
Provide examples of student artifacts (can be put in Appendices).
1. Samples of student work is attached in the email.
2. Rubric Used for Assessment
LEARNING
Students will follow
OUTCOMES>
experimental
protocols to successfully
PERFORMANCE LEVEL
finish an
V
experiment and collect
data.
Student followed the
4
experimental protocol
completely to gather all the
results/data which seem
very reasonable.
Students will correctly make and label
the figures, perform calculations from
the
experimental data make plots and do
calculations and submit an analytical
lab report.
Student is able to make figures and label
them, perform calculations and plot the
data.
Student writes a comprehensive and
analytical lab report.
Students will demonstrate critical thinking
skills to
analyze and compare data and provide
various
strategies/solutions to solve the problem and
make an oral presentation.
Student is able to demonstrate critical thinking
and interpret data accurately and come to
complete conclusions with complete accuracy.
Student also demonstrates mastery in
writing/explaining how different
techniques can be used to solve the problem.
26
Queensborough Community College
3
2
1 (NOT PASSING)
0
Year-end Report – Teaching Department
Student followed the
experimental protocol
completely to gather all the
results/data which seem
somewhat reasonable.
Student obtained most
experimental data which
seem somewhat reasonable.
Student obtained few
experimental data which
seem somewhat reasonable.
Student does not obtain any
experimental data which is
logical.
Student is able to make figures, plot the
data and make a graph and is somewhat
able to further complete the calculations
generated from the graph and explain
results.
Student is able to make the figures but
cannot label them properly. Student can
plot the data and make a graph but is not
able to further complete the calculations
for a lab report.
Student is somewhat able to draw and
somewhat plot the data but is not able to
complete the calculations for a lab report.
Student is unable to draw sub-cloning
plasmids or plot the data. Therefore
student is unable to complete the
calculations for a lab report.
June 2013
The student is able to draw conclusions with
almost complete accuracy and provide 1-2
techniques that can be used to solve the problem.
Student is able to draw conclusions with some
accuracy
while making the presentation.
The student is able to draw some conclusions
with very little accuracy while making the
presentation.
The student cannot draw any conclusions from
data collected in the lab or during presentation.
4.
Results of certification exams, employer and alumni surveys, student surveys, advisory board recommendations
(if applicable, please use the table below) Not applicable
5.
Other assessment activity
F. DEPARTMENT GOALS AND OBJECTIVES
1.
Goals/objectives for 2012-2013
(Please indicate [Yes or No] if the objectives were part of the College’s Strategic Plan for 2011-2012.)
Departmental goals/objectives 2011/2012
Develop an Environmental Science Program
2.
Strategic
Plan Y/N
N
Evaluation of achievement
Resulting action plan
We did not achieve this
Renew this effort
Goals/objectives for 2013-2014
(Explain how these goals/objectives align with the College’s goals and Strategic Plan for 2013-2014)
Departmental goals/objectives 2012-2013
Renewed effort to develop an Env. Sci. program
Mission/Strategic Plan
Plan and implement
Planned method of evaluation
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