School of Science and Technology
Program Quality Improvement Report 2009-2010
1

1. Explain the basic structures and fundamental processes of life at the molecular, cellular, and organismal levels.
2. Describe the relationships between organisms and their environment and ecosystems.
3. Identify and describe the evolutionary processes involved in adaptation and biological diversity.
4. Effectively communicate data and scientific principles in written and oral form.
5. Teach these concepts effectively at the appropriate level.
2 Program Quality Improvement Report 2009-2010

Biology Education graduates will
1. develop an understanding of biology from molecular to the evolutionary/ecological levels.
2. demonstrate the ability to communicate that understanding
3. display the ability to teach that understanding through various pedagogical approaches.
That ability will enable them to become productive educators and therefore valued members of society.

Cameron University provides a diverse and dynamic student body access to quality educational opportunities; fosters a student-centered academic environment that combines innovative classroom teaching with experiential learning;
School of Science and Technology: We are a school built on the solid foundations of exploration, discovery and innovation to provide the core science, mathematics, and technology education.
The mission of the Biological Sciences Department is to provide high quality instruction to students at the undergraduate level with emphasis on active learning, problem solving, and critical thinking. The department is committed to improve knowledge in various fields of biology through research and scholarly activities and to transfer that knowledge to our students and colleagues.
Biology Education graduates will develop an understanding of Biology from molecular to the evolutionary/ecological levels.
Plan 2013 : 1.1 Maintain and enhance Cameron’s commitment to providing programs of the highest quality in instruction, research, and service to better meet the needs of the citizens of the region.
1. Explain the basic structures and fundamental processes of life at the molecular, cellular, and organismal levels.

Alignment of outcomes -- #2
Cameron University provides a diverse and dynamic student body access to quality educational opportunities; fosters a student-centered academic environment that combines innovative classroom teaching with experiential learning;
School of Science and Technology: We are a school built on the solid foundations of exploration, discovery and innovation to provide the core science, mathematics, and technology education.
The mission of the Biological Sciences Department is to provide high quality instruction to students at the undergraduate level with emphasis on active learning, problem solving, and critical thinking. The department is committed to improve knowledge in various fields of biology through research and scholarly activities and to transfer that knowledge to our students and colleagues.
Biology Education: They will demonstrate the ability to communicate that understanding and to teach those subjects through various pedagogical approaches.
Plan 2013 : 1.1 Maintain and enhance Cameron’s commitment to providing programs of the highest quality in instruction, research, and service to better meet the needs of the citizens of the region.
2. Effectively communicate data and scientific principles in written and oral form.

Alignment of outcomes -- #3
Cameron University provides a diverse and dynamic student body access to quality educational opportunities; fosters a student-centered academic environment that combines innovative classroom teaching with experiential learning;
School of Science and Technology: We are a school built on the solid foundations of exploration, discovery and innovation to provide the core science, mathematics, and technology education.
The mission of the Biological Sciences Department is to provide high quality instruction to students at the undergraduate level with emphasis on active learning, problem solving, and critical thinking. The department is committed to improve knowledge in various fields of biology through research and scholarly activities and to transfer that knowledge to our students and colleagues.
Biology Education: They will demonstrate the ability to communicate that understanding and to teach those subjects through various pedagogical approaches.
Plan 2013 : 1.1 Maintain and enhance Cameron’s commitment to providing programs of the highest quality in instruction, research, and service to better meet the needs of the citizens of the region.
3. Teach these concepts effectively at the appropriate level.

Measures of Learning Outcomes
1. Direct measures
– Baseline assessment exam
– Midlevel assessment exam
– Major Field Achievement Test (MFAT)
– Capstone paper & oral presentation
– Teaching General Biology lab section
– Oklahoma Subject Area Test (OSAT)
– Student Teaching
– Teacher Certification
2. Indirect measures
– Employment
3. Addressing shortfalls in student learning
– Baseline assessment exam
– Midlevel assessment exam
Program Quality Improvement Report 2009-2010 7

None due to completely new learning outcomes
Program Quality Improvement Report 2009-2010

CURRICULUM
AREA OR
TARGET
AUDIENCE
Students taking
BIOL 1364
Explain the basic structures and fundamental processes of life at the molecular, cellular, and organismal levels.
20-24 core course hrs
Students taking
BIOL 3044
MEASUREMENT OF Learning Outcome 1
Measurements
Baseline
Assessment Exam
Methods used to determine validity of measurement instruments
Not identified
Methods used to determine reliability of measurements
Not identified
Midlevel
Assessment Exam
OSAT
Not identified
Normed referenced scores
Not identified
Internalconsistency coefficients
Peer/faculty evaluation Not identified
Students taking
BIOL 4722
Capstone paper
Capstone oral presentation
Peer/faculty evaluation
Not identified
Schedule for measurements
Twice yearly
Annually
Annually
Annually
Annually
Major Field
Achievement Test
Normed referenced scores
Internalconsistency coefficients
Annually
9

Measure
Baseline
Midlevel
OSAT
Capstone oral
Capstone paper
MFAT
# of students
1
2
1
1
1
1
Score
68%
NA
283/300
100%
100%
80%
Benchmark
None
NA
240
75%
75%
50%
Cohort
Average
36%
235
80%
Program Quality Improvement Report 2009-2010 10

1. No multi-year data
2. On OSAT, our one graduate performed admirably.
Statewide, only 40% pass.
3. Nationally, very few Bio Ed graduates take the
MFAT.
Program Quality Improvement Report 2009-2010 11

Item
Obtain guidance in exam validation for baseline and mid-level assessment exams.
Obtain peer and aspiration institution
OSAT & MFAT data
Time Line
1 year
1 year
Human Resources
Needed
Outside expertise
Entire Department
Fiscal Resources
Needed
Not determined
PQIR committee MFAT data—$150 per administration

Effectively communicate data and scientific principles in written and oral form.
CURRICULUM
AREA OR
TARGET
AUDIENCE
Students in
BIOL 4722
MEASUREMENT OF Learning Outcome 1
Measurements
Capstone Paper
Methods used to determine validity of measurement instruments
Peer & faculty evaluation
Methods used to determine reliability of measurements
Not identified
Schedule for measurements
Annually
Capstone Oral presentation
Peer & faculty evaluation
Not identified Annually
13

Measure
Capstone oral
Capstone paper
# of students
1
1
Score
100%
100%
Benchmark
75%
75%
Cohort
Average
Cameron Campus Tree Tour
- Brochure
- Live tour with media presence
Program Quality Improvement Report 2009-2010 14

President Ross says:
No multiyear or comparable institute data
Program Quality Improvement Report 2009-2010 15

Item
Obtain guidance to assess reliability of measurements
Obtain peer and aspiration institution data
Time Line
1 year
1 year
Human Resources
Needed
Outside expertise
Entire Department
PQIR committee
School of Education
Fiscal Resources
Needed
Undetermined
Undetermined
Program Quality Improvement Report 2009-2010 16

CURRICULUM
AREA OR
TARGET
AUDIENCE
Teach these concepts effectively at the appropriate level.
Students in
BIOL 4722
Measurements
Teach General
Biology lab section
(NSTA Assessment
IV)
Methods used to determine validity of measurement instruments
Peer & faculty evaluation
Methods used to determine reliability of measurements
Not identified
Schedule for measurements
Annually
Student teaching (EDUC
4965/4975)
NSTA Standard 5
NSTA
NSTA Annually
Graduate Teacher certification
State accreditation
Marketplace Annually

Display of assessment data – Outcome 3
 Teaching a General Biology lab section:
Pedagogical and Professional Knowledge, Skills and Dispositions
NSTA Assessment IV: Student Teaching Evaluation Rubric
The candidate must rate a minimum of an “Emerging” rating for each standard.
Passing score is an average of 1: (1=equals Emerging).
Standards: Unacceptable=0 Emerging=1 Competent=2 Exemplary=3
 Student Teaching NTSA Standard 5: General Skills of Teaching
6 assessments (5a-5f) rated 1 through 4
Measurement
NTSA IV
Standard 5
Certification
# of students
1
1
1
Score Benchmark Cohort
Average
1.5
1 1.48
3.9
1
3
100%

Our single student met or exceeded all benchmarks
No multiyear data available
Program Quality Improvement Report 2009-2010 19

No action needed

Other Academic Year 09-10
Summer 2009
Fall 2009
Spring 2010
Total
Entered Graduate School Working In Discipline
1
1
Program Quality Improvement Report 2009-2010 21