College of Liberal Arts and Sciences
Archival Summary Report: Departmental Learning Outcomes Assessment
(Please complete this form for each academic PROGRAM that is assessed.)
Program: __Biology Major____ Department: ____Biology_______ Division: ____Natural Sciences____
Department contact: ___Erin Baumgartner____________ Date: ___8/24/2014___________________
1. What learning outcome(s) was assessed?
i. Demonstrate mastery of key concepts from the many disciplines within the biological sciences.
ii. Demonstrate critical thinking by engaging in laboratory experimentation, field research, data analysis
and interpretation at multiple course levels.
iii. Demonstrate application of course concepts and skills by engaging in advanced studies and research
within areas of particular interest.
2. Where did you get the data for assessment? (e.g., employer survey, embedded assessment, capstone
or thesis project, class presentation)
The Department of Biology supports and administers the national Educational Testing Service’s (ETS)
Major Field Test (MFT) in Biology, including paying for this instrument. Additionally, we have developed
an in-house Exit Survey designed to collect demographic, attitudinal information related to career/training
placement, basic skills, research, and advising satisfaction. Faculty annual reports are also aggregated to
determine how many undergraduate students are engaging in laboratory experimentation, field research, and
data analysis in class and through independent directed study.
3. What were the findings of the assessment? What did faculty learn about student learning from
reviewing the data?
2011 through 2015 ETS-MFT data are summarized in Appendix 1.
The 2015 data was received from ETS in August 2015. These 2015 data also represents a new version of the
ETS, which means it is inappropriate for us to provide direct comparisons between this version of the
instrument and previous years. However, we examined the percentile score of graduating biology majors at
WOU to the nationwide cross-section of ETS takers. WOU biology students performed above the median.
Performance on each of the four content sections of the exam and in every assessment indicator is provided.
Our students were in the top 25% of 2015 ETS takers in the overall test, as well as 3 of 4 subscores (only
molecular biology and genetics was below the 75th percentile) and 7 of 9 assessment indicators (only
molecular biology and molecular genetics and ecology were below the 75th percentile). Even though the
molecular biology and genetics subscore and assessment items are not in the top 25th percentile, they are still
a higher percentile score than we saw last year. We anticipate having a better sense of trends next year,
following the second administration of this version of the ETS exam. Department faculty did note that this
year’s group of graduates was an especially well-performing group in their coursework, so the long-range
comparison of this new iteration of the ETS is of great interest. Faculty will continue to evaluate MFT results
and will consider ways to implement changes based on these data.
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College of Liberal Arts and Sciences
Exit Survey data are summarized in Appendix 2.
Overall, we found that students reported their scientific skills as satisfactory and that they found they had
ample opportunity to engage in scientific activities, particularly in our core courses of Cell Biology, Ecology,
Evolution, and Microbiology. This year saw an increase in Cell Biology, in particular, as emphasizing
scientific skills in all categories. We also doubled the number of graduating students who had taken part in
Academic Excellence Showcase.
Faculty Report data are summarized in Appendix 3.
Seven Biology Faculty served as mentors for 27 undergraduates engaged in research projects (an increase of
42% from the previous year). A total of thirteen projects were presented at the Academic Excellence
Showcase. Current and former WOU undergraduate students participated in one peer-reviewed publication
and five scholarly presentations with faculty.
4. What changes, if any, will faculty make to curriculum as a result of assessment?
The overall strong performance of this year’s graduating cohort on the ETS exam is encouraging regarding
the breadth of Biology coursework offered to build a strong foundation in the Biological sciences for our
graduates, especially as we have continued to provide a more flexible degree pathway that still engages
students in a variety of disciplinary content. However, this is the first year in which this particular version of
the ETS was offered and we are only just now beginning to see students approach graduation who have
completed their degree pathways under the major program revision that we instituted in 2013-14. Thus, it is
premature to engage in any substantial program revision at this time.
As noted in the 2014-15 report, our core courses are perceived by students as providing opportunities to
engage in scientific activities. Many courses engage students in course-based research and provide
opportunities for students to embark upon independent research projects that are sparked by their
coursework. Continued faculty emphasis on research skills in both core courses and electives continues to
bear fruit as we increased the number of students taking part in independent research by a large number this
year. As a department, we continue to discuss ways in which we can engage our students in authentic
research activities.
(Rev. 2/2014)
College of Liberal Arts and Sciences
Appendix 1: 2011 through 2015 ETS Data
*2015 is a new version of the exam
TOTAL TEST
SCALED
SCORE
SUBSCORE 1
(Cell
Biology)
MEAN PERCENT CORRECT
SUBSCORE 2
SUBSCORE 3
(Molecular
(Organismal
Biology &
Biology)
Genetics)
SUBSCORE 4
(Population
Biology,
Evolution, &
Ecology)
ASSESSMENT
INDICATOR 1
(Biochemistry
& Cell
Energetics)
ASSESSMENT
INDICATOR 2
(Cellular
Structure,
Organization,
Function)
ASSESSMENT
INDICATOR 3
(Molecular
Biology &
Molecular
Genetics)
MEAN PERCENT CORRECT
ASSESSMENT
ASSESSMENT
ASSESSMENT
INDICATOR 4
INDICATOR 5
INDICATOR 6
(Diversity of
(Organismal (Organismal Organisms)
Animals)
Plants)
ASSESSMENT
INDICATOR 7
(Population
Genetics &
Evolution)
ASSESSMENT
INDICATOR 8
(Ecology)
ASSESSMENT
INDICATOR 9
(Analytical
Skills)
YEAR
2015(n=25)
2014(n=26)
2013(n=22)
2012(n=32)
2011(n=34)
160
59
56
61
57
53
53
47
63
51
44
51
50
52
156
52
54
57
58
47
49
49
50
47
31
59
57
51
159
54
58
60
59
45
55
55
50
46
42
59
60
53
159
57
56
62
56
50
58
52
56
47
42
56
56
54
157
56
52
60
56
47
58
46
51
46
43
55
56
50
TOTAL TEST
SUBSCORE 1
(Cell
Biology)
PERCENTILES
SUBSCORE 2
(Molecular
Biology &
Genetics)
SUBSCORE 4
(Population
Biology,
Evolution, &
Ecology)
ASSESSMENT
INDICATOR 1
(Biochemistry
& Cell
Energetics)
ASSESSMENT
INDICATOR 2
(Cellular
Structure,
Organization,
Function)
ASSESSMENT
INDICATOR 3
(Molecular
Biology &
Molecular
Genetics)
ASSESSMENT
INDICATOR 4
(Diversity of
Organisms)
PERCENTILES
ASSESSMENT
INDICATOR 5
(Organismal Animals)
ASSESSMENT
INDICATOR 6
(Organismal Plants)
ASSESSMENT
INDICATOR 7
(Population
Genetics &
Evolution)
ASSESSMENT
INDICATOR 8
(Ecology)
ASSESSMENT
INDICATOR 9
(Analytical
Skills)
82
80
66
85
75
82
78
64
83
85
80
85
60
81
64
41
55
71
78
49
38
54
82
75
39
83
73
66
81
54
79
84
84
39
65
80
82
70
89
83
85
73
81
72
70
91
68
62
79
70
95
75
89
70
68
78
69
64
44
84
68
49
79
41
85
70
92
65
68
60
SUBSCORE 3
(Organismal
Biology)
YEAR
2015(n=25):G
2014(n=26):F
2013(n=22):F
2012(n=32):F
2011(n=34):F
Legend:
F = Based on September 2010 through June 2014 Comparative Institutional Data; G = Based on September 2014 through June 2015 Comparative Institutional Dat
(Rev. 2/2014)
College of Liberal Arts and Sciences
Appendix 2: Student Exit Data Summary
100% Participation: 25 graduates completed
ETS and Exit Survey, with 60% FEMALE and
40% MALE (fewer males this year).
As is usually the case, pre-prof’s represented
the majority.
The average reported degree-completion time
was 4.52 years (0.20 below last year). 60%
stated this was a reasonable amount of time
(up 2% from last year). The rest were noncommittal – with the majority stating that
being a transfer student lengthened college, or
that they did not feel they understood the
requirements or had a good plan.
We asked students to self-assess their ability to perform
several cross-cutting skills we defined as important. For this
assessment 5 = EXCELLENT, 3 = SATISFACTORY, 1 =
NEEDS IMPROVEMENT. This graph was nearly identical
to that from last year – EXCEPT students ranked “using
technical equipment” 0.7 points LOWER (it has flip-flopped 3
years in a row like this!).
We asked students to check or
write-in the top 3 courses that most
prepared them for the following
related skills. Our core –
especially cell, evolution, ecology,
and micro – were the most WELLrepresented. Write-in’s were
impressively distributed across all
discipline electives.
52% of this cohort reported doing independent study (up 14% from last year) with 10 reported doing showcase
presentations (up by 2 from last year), and 5 receiving Walker support (up 4 from last year). There were FOUR offcampus presentations (up 3 from last year!). Only 52% of graduates (down 5% from last year) reported doing classbased research, with a fairly equal distribution among Plant Phys, Ecology, Field Botany, and Animal Behavior. As
with previous years, however, student interpretation of “research” seemed to exclude course-based research, e.g. many
students known to have taken Field Botany and Ecology not recognizing research activities centered around instructorgenerated questions emphasized in those courses.
(Rev. 2/2014)
College of Liberal Arts and Sciences
Appendix 3. Summary of Faculty Reports re: Student Research
Seven Biology Faculty served as mentors for 27 undergraduates engaged in research projects (an increase of 42% from
the previous academic year). Biology Faculty in collaboration with current or former WOU students published one
paper in peer-reviewed journal and were involved in two refereed presentations at state or national meetings and
workshops. A total of thirteen projects were presented at the Academic Excellence Showcase; a consistent number of
presentations from the previous academic year, although we doubled (from two to four) the number of oral
presentations.
Peer Reviewed Publications:

McNellis, B.E., Howard, A.R. (in press). Phylogenetic and ecological patterns in nighttime transpiration
among five members of the genus Rubus co-occuring in western Oregon. Ecology and Evolution.
Presentations:

Yost J.T.*, and Baltzley, M.J. (2015). Identification of GABA producing cells in the nervous system of
Hirudo verbana. Society for Integrative and Comparative Biology. January 2015: West Palm Beach, FL.

Zachary, E.D.*, James, T.A.*, Torrez, S.*, Wallace, N.*, Baltzley, M.J., and Latham, K.L. (2015)
“Directional Preference in Drosophila melanogaster”. (Poster) Oregon Academy of Science Annual Meeting.
February 2015: Portland, OR.
Academic Excellence Showcase:
Presentations:
Hoda, Anusha, and Stevens, Kaylah. Characterizing the Distribution of GABAergic Neurons in the Nervous System
of Terrestrial Gastropods. Faculty Sponsor: Mike Baltzley.
Pettit, Adam. Seratonergic Polymorphisms Mediate a Weakened Response to SSRI Treatment: A Proposed Model.
Faculty Sponsor: Mike Baltzley.
Thompson, Sarah, and Fliehr, Victoria. Host-specific and non-host-specific caterpillar prey choice. Faculty Spnsor:
Erin Baumgartner.
Western, Sadie. Wavelenghts of Light and Photo-Response in Planaria. Faculty Sponsor: Erin Baumgartner.
Posters:
Hemmert, Heather. Determining the Predictors of Crawling Speed in the Snail Helix aspersa. Faculty Sponsor:
Mike Baltzley
James, Ashley. Photopoint Documentaion of Vegetational Changes Following Invasive Plant Species Remediation
at Ankeny National Wildlife Refuge, Ore. Faculty Sponsor: Bryan Dutton.
Kachlein, Makayla. Maze Path Choice in Shrimp. Faculty Sponsor: Erin Baumgartner
Nguyen, Han. The Diversity of Bacteria in the Oral Cavity. Faculty Sponsor: Sarah Boomer.
Osterberg, Connor. Effect of Pseudomonas fluorescens on Drosophila Larvae. Faculty Sponsor: Kristin Latham.
Romero, Aaron. Pseudomonas fluorescens Ingestion by Drosophila melanogaster Larvae. Faculty Sponsor: Kristin
Latham.
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College of Liberal Arts and Sciences
Smith, Kindra. Streptomyces Growth in Diffferent Forest Soil. Faculty Sponsor: Sarah Boomer.
Torrez, Stephanie, Wallace, Natalie, James, Taylor, and Zachary, Eli. Using Artificial Selection to Understand
Orientation Behavior in Drosophila. Faculty Sponsors: Kristin Latham and Mike Baltzley.
Thompson, Sarah. Drosophila Larvae Show Effects on Development and Survival after Ingestion of Pseudomonas
fluorescens. Faculty Sponsor: Kristin Latham.
(Rev. 2/2014)