Assessment Report
July 1, 2009 – June 30, 2010
Program Assessed:
Assessment Coordinator:
Undergraduate degree in Biological Sciences
Dr. David Goldstein, Chair
I. ASSESSMENT MEASURES EMPLOYED
General Departmental Mission
The Department of Biological Sciences is dedicated to the advancement and dissemination of biological knowledge.
To fulfill this mission the Department supports research and instruction (baccalaureate and graduate level), as
mutually reinforcing activities.
Intended Student Learning Outcomes (Baccalaureate)
The graduating student will have a sound broad knowledge of certain core areas of biology with the necessary skills
in mathematics, statistics, chemistry and physics for supporting and integrating into biological applications. Our
department has already implemented a set of core courses in the areas of genetics, molecular, cell biology as well
as sophomore level molecular/cell lab that blends practical knowledge with this series of didactic courses. In
addition, a parallel set of core courses in organismal physiology and ecology are included. After students complete
their core courses, they can elect to follow one of our many options within our programs. These include exercise
biology, microbiology and immunology, ecology, education certifications, and preprofessional.
The graduating student will possess adequate skills in scientific writing/statistical analysis and associated computer
literacy. Approximately 90% of our courses are laboratory based and are writing intensive in nature since they
require several lab reports. Computer skills are developed and reinforced in many of our courses through uses in
instructional web pages including on-line course notes, quizzes, tests, and discussions. Many instructors
communicate electronically with their students, require tests to be taken on line and require student presentations to
be made using PowerPoint.
Departmental student enrollments (Fig. 1) and degrees awarded (Fig. 2) are shown below.
FIG. 1
FIG. 2
II. ASSESSMENT FINDINGS
Exit Questionnaire
Presently, our department is providing an exit questionnaire to be completed by seniors prior to graduation. Below
are the summaries of the data collected.
Q1. Please indicate your level of agreement with the following: - After taking BIO 111, BIO 112 and/or BIO 115, I
gained sound knowledge of essential biological concepts (i.e., human biology, genetics, cell biology, diversity and
evolution).
Count
Percent
6
22.22%
Strongly agree
12
44.44%
Moderately agree
4
14.81%
Moderately disagree
1
3.70%
Strongly disagree
4
14.81%
I did not take these courses at WSU.
27
Respondents
Q2. Please indicate your level of agreement with the following: - After taking BIO 210, BIO 211 and/or BIO 212, I
gained a deeper understanding of molecular and cell biology and genetics.
Count
Percent
8
29.63%
Strongly agree
11
40.74%
Moderately agree
7
25.93%
Moderately disagree
1
3.70%
Strongly disagree
0
0.00%
I did not take these courses at WSU.
27
Respondents
Q3. Please indicate your level of agreement with the following:
As a result of what I learned in my WSU Biology courses . . . - I am able to interpret biological information and
communicate scientific information effectively.
Count
Percent
19
70.37%
Strongly agree
7
25.93%
Moderately agree
1
3.70%
Moderately disagree
0
0.00%
Strongly disagree
27
Respondents
Q4. Please indicate your level of agreement with the following:
As a result of what I learned in my WSU Biology courses . . . - I mastered fundamental laboratory techniques.
Count
Percent
10
37.04%
Strongly agree
10
37.04%
Moderately agree
4
14.81%
Moderately disagree
3
11.11%
Strongly disagree
27
Respondents
Q5. Please indicate your level of agreement with the following:
As a result of what I learned in my WSU Biology courses . . . - I am proficient in problem solving, statistical analysis,
and associated computer literacy.
Count
Percent
Q1. Please indicate your level of agreement with the following: - After taking BIO 111, BIO 112 and/or BIO 115, I
gained sound knowledge of essential biological concepts (i.e., human biology, genetics, cell biology, diversity and
evolution).
Count
Percent
9
33.33%
Strongly agree
10
37.04%
Moderately agree
8
29.63%
Moderately disagree
0
0.00%
Strongly disagree
27
Respondents
Q6. Please indicate your level of agreement with the following: - The senior seminar BIO 492 gave me enough variety
of topics from which to choose.
Count
Percent
10
37.04%
Strongly agree
12
44.44%
Moderately agree
3
11.11%
Moderately disagree
2
7.41%
Strongly disagree
27
Respondents
Q7. Please indicate your level of agreement with the following: - The quality of teaching I received in Biological
Sciences courses was high.
Count
Percent
11
40.74%
Strongly agree
10
37.04%
Moderately agree
5
18.52%
Moderately disagree
1
3.70%
Strongly disagree
27
Respondents
Q8. Please indicate your level of agreement with the following: - I was satisfied with the depth and breadth of the
information/skills I learned.
Count
Percent
12
44.44%
Strongly agree
11
40.74%
Moderately agree
3
11.11%
Moderately disagree
1
3.70%
Strongly disagree
27
Respondents
Q9. Please indicate your level of agreement with the following: - The faculty was fair in evaluating my performance.
Count
Percent
16
59.26%
Strongly agree
7
25.93%
Moderately agree
2
7.41%
Moderately disagree
2
7.41%
Strongly disagree
27
Respondents
Q10. Please indicate your level of agreement with the following: - A sufficient number of courses were offered in my
specific area of interest.
Count
Percent
11
40.74%
Strongly agree
9
33.33%
Moderately agree
6
22.22%
Moderately disagree
1
3.70%
Strongly disagree
27
Respondents
Q11. What courses not currently being offered by the Department of Biological Sciences would you like to see created?
Count
Percent
17
100.00%
Count
Percent
1
5.88%
A pre-physical therapy course, which focused on various treatment methods used by physical
Q11. What courses not currently being offered by the Department of Biological Sciences would you like to see created?
Count
Percent
therapists. I think this should be incorporated into the EXB degree. A more EXB related senior seminar
would also be helpful.
1
5.88%
an animal nutrition class
1
5.88%
Aquatic Biology (Limnology)
1
5.88%
Food Microbiology
For those Biology majors like myself, I would like to see more clinical classes ( I do realize that they
1
5.88%
are offered but they do not count toward the degree). I feel it would be beneficial to require some
clinical based classes. (Clinical micro was a GREAT course!)
1
5.88%
human physiology, human pathology
I would like to see a developmental biology course which could be an interesting way to relate human
1
5.88%
development to other organisms from an evolutionary perspective.
In general, the elective courses are only offered once a year: so there is not much option (no option,
1
5.88%
really) to take things you are interested in if you want to graduate on time or early.
1
5.88%
molecular ecology
more advanced genetics courses. WSU has a wide variety of ecology based biology classes but not
1
5.88%
nearly as many cell biology and genetics classes.
1
5.88%
More nutrition classes for the Exercise Bio students
1
5.88%
more opportunities for undergraduates to be exposed to botany.
1
5.88%
More with stem cells and aging.
Need to make a clearer 300/400 level sequences of courses for bio majors to take, since many upper
1
5.88%
levels are only offered occasionally
1
5.88%
Nutritional classes (not geared towards nursing students) Better biomechanical curriculum
1
5.88%
Perhaps more medical based courses for those of us who want to go into medicine
There should be more biochemistry courses available, specifically, one that focuses on teaching
1
5.88%
hormone signaling and metabolism.
17
Respondents
Q12. Please indicate your level of agreement with the following statement:
Independent research was a valuable experience.
Count
Percent
9
33.33%
Strongly agree
3
11.11%
Moderately agree
2
7.41%
Moderately disagree
1
3.70%
Strongly disagree
12
44.44%
I did not participate in independent research.
27
Respondents
Q13. Please indicate your level of agreement with the following statement:
The academic advising I received was valuable and accurate.
Count
Percent
9
33.33%
Strongly agree
10
37.04%
Moderately agree
5
18.52%
Moderately disagree
3
11.11%
Strongly disagree
0
0.00%
I did not see an academic advisor.
27
Respondents
Q14. Approximately how many times per year did you visit the Departmental Advisor?
Count
Percent
1
3.70%
0 times per year
21
77.78%
1 - 3 times per year
3
11.11%
4 - 6 times per year
2
7.41%
More than 6 times per year
27
Respondents
Q15. Please indicate your level of agreement with the following statement:
I would have preferred to visit a faculty member for advising.
Count
Percent
6
22.22%
Strongly agree
6
22.22%
Moderately agree
14
51.85%
Moderately disagree
1
3.70%
Strongly disagree
Q15. Please indicate your level of agreement with the following statement:
I would have preferred to visit a faculty member for advising.
Count
Percent
27
Respondents
Q16. What was your primary area of interest?
Count
Percent
7
25.93%
Cell/Molecular
4
14.81%
Environmental/Ecological
5
18.52%
Exercise Biology
3
11.11%
General Biology
2
7.41%
Organismal
6
22.22%
Preprofessional
27
Respondents
Q17. What is your age?
Count
Percent
23
85.19%
21 - 25 years old
4
14.81%
26 - 30 years old
0
0.00%
31 - 40 years old
0
0.00%
Over 40 years old
27
Respondents
Q18. What is your gender?
Count
Percent
18
66.67%
Female
9
33.33%
Male
27
Respondents
Q19. How long did it take you to complete your undergraduate degree?
Count
Percent
15
55.56%
4 years or less
11
40.74%
5 - 6 years
1
3.70%
7 - 8 years
0
0.00%
More than 8 years
27
Respondents
Q20. Approximately how many hours per week did you usually work for financial support?
Count
Percent
6
22.22%
Less than 10 hours per week
8
29.63%
10 - 20 hours per week
10
37.04%
21 - 30 hours per week
3
11.11%
31 - 40 hours per week
0
0.00%
More than 40 hours per week
27
Respondents
Q21. Where did you work?
Count
Percent
3
11.11%
On campus
11
40.74%
Off campus
10
37.04%
Both on and off campus
3
11.11%
Did not work
27
Respondents
Q22. If you participated in any internal or external research, co-operative experiences and/or internships (e.g., WSU research labs, Cincinnati
Zoo), please indicate where this internship took place:
Count
Percent
13
100.00%
Count
Percent
1
7.69%
chemistry internship on base and Dr Browns lab at WSU
1
7.69%
Dr. Jeffrey Peters Molecular Ecology lab at WSU
1
7.69%
I would have liked to, but I was employed full time.
1
7.69%
Kettering Medical Center Cardiac Rehab Department and Sports Advantage Program of Miami Valley
Q22. If you participated in any internal or external research, co-operative experiences and/or internships (e.g., WSU research labs, Cincinnati
Zoo), please indicate where this internship took place:
Count
Percent
South Hospital
1
7.69%
Kettering Sports Medicine Center
1
7.69%
VA medical center
1
7.69%
WPAFB lab assistant
1
7.69%
Wright Patterson AFB
1
7.69%
WS pharm/tox department lab
3
23.08%
WSU research labs
1
7.69%
WSU research labs with Dr. T.L. Brown
13
Respondents
Q23. Please indicate your subsequent or future career choice:
Count
Percent
10
37.04%
Professional school
13
48.15%
Graduate school
3
11.11%
Employment in the biological field
1
3.70%
Employment in an unrelated field
0
0.00%
Teaching grades 7-12
27
Respondents
Q24. When you first took WSU Biology courses, how prepared were you for the demands of these classes?
Count
Percent
10
37.04%
Very prepared
11
40.74%
Moderately prepared
3
11.11%
Not very prepared
3
11.11%
Not at all prepared
27
Respondents
Q25. How prepared do you feel to enter graduate school, professional school and/or the biological sciences career field?
Count
Percent
10
37.04%
Very prepared
15
55.56%
Moderately prepared
2
7.41%
Not very prepared
0
0.00%
Not at all prepared
27
Respondents
Q26. Do you feel that we assisted you in achieving your career goals?
Count
Percent
22
81.48%
Yes
5
18.52%
No
27
Respondents
Q27. What level of interaction did you have with the Department of Biological Sciences (i.e., faculty and staff)? - In
class
Count
Percent
5
18.52%
High
16
59.26%
Moderate
6
22.22%
Low
0
0.00%
No interaction
27
Respondents
Q28. What level of interaction did you have with the Department of Biological Sciences (i.e., faculty and staff)? - Out
of class
Count
Percent
2
7.41%
High
12
44.44%
Moderate
10
37.04%
Low
3
11.11%
No interaction
27
Respondents
Q29. How would you like the Department of Biological Sciences to keep in contact with you? (Check all that apply)
Count
Respondent %
Response %
Q29. How would you like the Department of Biological Sciences to keep in contact with you? (Check all that apply)
Count
Respondent %
Response %
4
14.81%
8.89%
Social networking site (e.g., Facebook)
6
22.22%
13.33%
Alumni events
10
37.04%
22.22%
Department of Biological Sciences Newsletter
24
88.89%
53.33%
E-mail
1
3.70%
2.22%
Other (please specify)
Count
Percent
27
Respondents
45
Responses
Program Improvements
STEM Initiatives
Economic competitiveness and individual opportunity increasingly rely on the ability to use math, science,
engineering and technology (STEM) skills and knowledge across disciplines to solve problems. Ohio’s push to
graduate students prepared for 21st century careers in science, technology, engineering and mathematics has
probably never been stronger. The biology department offers students a couple directions to strengthen their STEM
skills. We have increased our student participation in independent study offered by the faculty in the department
and other matrixed disciplines. Students are working in a research lab either shadowing a graduate student,
independently with guidance of the faculty member, or working on their own honors research and gaining valuable
experience in all STEM disciplines.
Introduction to Biological Sciences course:
The Department course called “Careers in Biological Sciences, Environmental Sciences, Exercise Biology, and
Clinical Lab Sciences, BIO/CL/EXB 194”, continues to be offered once a year and is in constant change to better
educate our incoming freshman. Again this year, two sections were linked in a learning community with SM 101
which is a course that addresses physical and natural sciences through a number of interdisciplinary thematic units
emphasizing development of practical and critical thinking skills needed to perform scientific inquiry and uses similar
techniques to strengthen math skills.
Seminars, departmental undergraduate and honors research, career opportunities, team-based learning,
departmental curricula are some of the topics explored in the careers class. Students are also instructed how to
complete online degree checks quickly and more accurately through the software program (DARS). Students are
still encouraged to see an Advisor to review exceptions and transfer credits. The goal of this course is to develop a
better rapport between the department and the students, get answers to questions about different programs of
study, and explore the different career options in the science arena.
Biological Sciences Association:
To increase student involvement within the Department and the community, the Department has worked hard at
recruiting students to be part of the Biological Sciences Association. The purpose of this club is to form a group of
students with a common interest of science, primarily biology, and to help develop friendships among students and
within the Department faculty and staff. The club focuses on 3 main areas of interest: (1) Education (speakers,
tours, seminars), (2) Community Service (science fair judging, high school and college mentoring), and (3) Social
Activities. The Biological Sciences Association successfully represents the Department, as well as the University,
and increases involvement and participation by our students.
Department newsletter:
The Department is continuously changing with new staff and courses. To keep students informed of these
changes, a Departmental newsletter, the BioLogue, continues to be published. The newsletter includes a
description of all the changes within the Department, an introduction of the new faculty member, recognizes awards
received by faculty, staff and students, as well as a note from the Chair of the Department to the students. The goal
of the newsletter is to keep the students, as well as the faculty, up-to-date with the changes, and to help advertise
new expertise and courses added to the Department. The newsletter is electronically emailed to all students, faculty
and staff within the Department on a quarterly basis and is available on the departmental and college website.
Increase in Student Advising Staff
The Department has hired 2 additional staff in the past year increasing advising services for the numerous students
in the department.
IV. ASSESSMENT PLAN COMPLIANCE
None
V. NEW ASSESSMENT DEVELOPMENTS
None