Colorado School of Mines
Annual Assessment of Student Learning Outcomes Report
For Academic Year 2011-12 Undergraduate Programs
Sample Plan
The purpose of assessment is to promote excellence in student learning and educational practices by
fostering a campus culture of self-evaluation and improvement. The annual assessment report enables
CSM to document engagement in continuous improvement efforts. Provide responses to the following six
questions/items and email this completed document to kmschnei@mines.edu by September 14. Feel
free to expand the tables below as needed.
The Assessment Committee will provide written feedback in response to the department annual report,
using this rubric as the basis for their feedback. The annual report will also be useful for the reaccreditation efforts related to ABET and the Higher Learning Commission. Components of this annual
report that are specific to ABET re-accreditation are noted below.
This sample assessment plan is intended to be a guide only. It reflects many of the principles of strong
assessment plans but is not intended to suggest that CSM assessment plans should be identical to this
one.
Department/Program
Biology
Person Submitting This Report Kay Schneider
Phone 3087
Email Kmschnei@mines.edu
1. List your program objectives (broad statements that describe what students are expected to
attain within a few years of graduation) and describe the assessment methods/measures for each
program objective. (ABET Criterion 2B and 4A 1-3.)
Program Objective 1:
Program Objective 2:
Program Objective 3:
Program Objective 4:
Graduates will demonstrate teamwork skills/behaviors.
Graduates will apply scientific knowledge.
Graduates will participate in lifelong learning opportunities.
Graduates will engage in ethical behavior in professional activities.
All objectives are currently assessed using the two assessment methods described below.
Indirect assessment
measure(s)/method(s)
Employer Survey
Alumni Survey
Performance
criteria
80% of employers
agree that
graduates
demonstrate
achievement of
this objective.
80% of alumni
agree that
graduates
demonstrate
achievement of
this objective.
1
Population/sample/
recruitment strategies
Employers of graduates
2-4 years after
graduation.
Frequency/timing
of assessment
Fall 2011, 2015,
2019
Alumni 2-4 years after
graduation.
Fall 2010, 2014,
2018
2. List your student outcomes (specific, measureable, attainable, relevant, and timely statements
which describe what students will know and be able to do by the time of graduation) and
describe assessment methods/measures for each student outcome. (ABET Criterion 3A and 4B
1-3.)
Student Outcome 1: Students will communicate effectively in oral and written formats, using terminology
that is appropriate to the discipline.
Direct assessment
measure(s)/method(s)
Oral presentation in Biol 202.
The rubric is online at
biol.edu/202rubric.
Oral presentation in Biol 312.
The rubric is online at
biol.edu/312rubric.
Peer evaluation of the Biol 312
oral presentation. The rubric is
online at
biol.edu/312peerrubric.
Each Biol 416 capstone
research project will be
assessed by a team of two
faculty members. The scoring
rubric is online at
biol.edu/416rubric. Results of
the assessment are maintained
in a spreadsheet so that results
can be compared over time.
Indirect assessment
measure(s)/method(s)
Survey
Exit interviews
Exit interviews
Performance
criteria
65% of students will
achieve a rating of
“meets expectations”
on the five criteria
measured by this
assignment.
80% of students will
achieve a rating of
“meets expectations”
on the five criteria
measured by this
assignment.
50% of students will
rate their peers at the
same level as the
Professor.
75% of seniors will
earn a “meets
expectations” rating
on all criteria.
Performance
criteria
70% of senior
students will agree
that they achieved
this outcome as a
result of their
educational
experiences at
fictional university.
40% of students will
indicate they have
begun to make
progress on achieving
this outcome.
80% of students will
indicate they have
made substantial
learning gains in
achieving this
outcome.
2
Population/sample/
recruitment
strategies
Since this is an inclass assignment,
all students will
participate.
Frequency/timing of
assessment
Fall 2009, Fall
2011, Fall 2013,
Spring 2010, Spring
2012, Spring 2014
Since this is an inclass assignment,
all students will
participate.
Each semester
Since this is an inclass assignment,
all students will
participate.
All students in Biol
416 are required to
complete the
assignment. We will
randomly select half
of the assignments
for assessment.
Each semester,
beginning spring
2012.
Population/sample/
recruitment
strategies
Seniors will
complete the
survey in Biol 450,
which is a required
course for the
major.
A random sample
of second year
majors will be
invited to participate
in an exit interview.
A random sample
of graduating
seniors will be
invited to participate
in an exit interview.
Fall 2011 and 2013
Spring 2012 and
2014
Frequency/timing of
assessment
Spring 2010, 2013,
2016
End of spring term,
beginning in 2012
and annually
thereafter
Middle of spring
term, beginning in
2012 and annually
thereafter
Student Outcome 2: Students will design and conduct research activities using appropriate scientific
methods and tools.
Direct assessment
measure(s)/method(s)
Second-year students will
complete a pre-test in Biol
204. Results will be
compared with the ETS
field exam (which is a
graduation requirement for
majors.)
Each capstone research
project will be assessed by
a team of two faculty
members. The scoring
rubric is online at
biol.edu/416rubric. Results
of the assessment are
maintained in a
spreadsheet so that results
can be compared over time.
ETS Biology Field Exam
Performance
criteria
80% of senior
students will achieve
statistically significant
gains in at least 70%
of concepts
measured by the
exam.
65% of seniors will
earn a “meets
expectations” rating.
Indirect assessment
measure(s)/method(s)
Survey
Performance
criteria
70% of students will
agree that they
achieved this
outcome as a result
of their educational
experiences at
fictional university.
40% of students will
indicate they have
begun to make
progress on
achieving this
outcome.
80% of students will
indicate they have
made substantial
learning gains in
achieving this
outcome.
Exit interviews
Exit interviews
70% of seniors will
achieve or exceed
the pass rates
achieved by students
enrolled at peer
institutions.
3
Population/sample/
recruitment
strategies
All students in Biol
204 will complete
the pre-test in
class. The field
exam is required of
graduating majors.
Frequency/timing of
assessment
Fall 2010 and 2012
Spring 2011 and
2013.
All students in Biol
416 are required to
complete the
assignment. We
will randomly select
half of the
assignments for
assessment.
Fall 2011 and 2013
Spring 2012 and
2014
All biology majors
are required to
complete the exam
(graduation
requirement.)
Mid-April of each
year
Population/sample/
recruitment
strategies
Seniors will
complete the
survey in Biol 450,
which is a required
course for the
major.
A random sample
of second year
majors will be
invited to
participate in an
exit interview.
A random sample
of graduating
seniors will be
invited to
participate in an
exit interview.
Frequency/timing of
assessment
Spring 2010, 2013,
2016
End of spring term,
beginning in 2012
and annually
thereafter
Middle of spring
term, beginning in
2012 and annually
thereafter
Student Outcome 3: Students will describe the interaction of plants, animals, microorganisms and their
environment.
Direct assessment
measure(s)/method(s)
Each capstone research
project will be assessed by
a team of two faculty
members. The scoring
rubric is online at
biol.edu/416rubric. Results
of the assessment are
maintained in a
spreadsheet so that results
can be compared over time.
ETS Biology Field Exam
Performance
criteria
75% of seniors will
earn a “meets
expectations” rating.
Indirect assessment
measure(s)/method(s)
Survey
Performance
criteria
70% of students will
agree that they
achieved this
outcome as a result
of their educational
experiences at
fictional university.
40% of students will
indicate they have
begun to make
progress on
achieving this
outcome.
80% of students will
indicate they have
made substantial
learning gains in
achieving this
outcome.
Exit interviews
Exit interviews
70% of seniors will
achieve or exceed
the pass rates
achieved by students
enrolled at peer
institutions.
4
Population/sample/
recruitment
strategies
All students in Biol
416 are required to
complete the
assignment. We
will randomly select
half of the
assignments for
assessment.
All biology majors
are required to
complete the exam
(graduation
requirement.)
Population/sample/
recruitment
strategies
Seniors will
complete the
survey in Biol 450,
which is a required
course for the
major.
A random sample
of second year
majors will be
invited to
participate in an
exit interview.
A random sample
of graduating
seniors will be
invited to
participate in an
exit interview.
Frequency/timing
of assessment
Fall 2011 and
2013
Spring 2012 and
2014
Mid-April of each
year
Frequency/timing
of assessment
Spring 2010,
2013, 2016
End of spring
term, beginning
in 2012 and
annually
thereafter
Middle of spring
term, beginning
in 2012 and
annually
thereafter
Student Outcome 4: Students will analyze the impact of chemical and molecular processes on living
organisms.
Direct assessment
measure(s)/method(s)
Each capstone research
project will be assessed by
a team of two faculty
members. The scoring
rubric is online at
biol.edu/416rubric. Results
of the assessment are
maintained in a
spreadsheet so that results
can be compared over time.
Performance
criteria
75% of seniors will
earn a “meets
expectations” rating.
Indirect assessment
measure(s)/method(s)
Survey
Performance
criteria
70% of students will
agree that they
achieved this
outcome as a result
of their educational
experiences at
fictional university.
40% of students will
indicate they have
begun to make
progress on
achieving this
outcome.
80% of students will
indicate they have
made substantial
learning gains in
achieving this
outcome.
Exit interviews
Exit interviews
Population/sample/
recruitment
strategies
All students in Biol
416 are required to
complete the
assignment. We
will randomly select
half of the
assignments for
assessment.
Population/sample/
recruitment
strategies
Seniors will
complete the
survey in Biol 450,
which is a required
course for the
major.
A random sample
of second year
majors will be
invited to
participate in an
exit interview.
A random sample
of graduating
seniors will be
invited to
participate in an
exit interview.
Frequency/timing of
assessment
Fall 2011 and 2013
Spring 2012 and
2014
Frequency/timing of
assessment
Spring 2010, 2013,
2016
End of spring term,
beginning in 2012
and annually
thereafter
Middle of spring
term, beginning in
2012 and annually
thereafter
Student Outcome 5: Students will demonstrate mastery in using scientific instrumentation.
Direct assessment
measure(s)/method(s)
Biol 302 lab project. The
rubric is online at
biol.edu/302rubric.
Performance
criteria
75% of students will
earn a “meets
expectations” rating.
Biol 416 lab project. The
rubric is online at
biol.edu/416rubric.
75% of students will
earn a “meets
expectations” rating.
5
Population/sample/
recruitment
strategies
All students in Biol
302 are required to
complete the
assignment.
All students in Biol
416 are required to
complete the
assignment. We
will randomly select
half of the
assignments for
assessment.
Frequency/timing of
assessment
Fall 2010 and
2012, Spring 2011
and 2013
Fall 2011 and 2013
Spring 2012 and
2014
Indirect assessment
measure(s)/method(s)
Survey
Population/sample/
recruitment
strategies
Seniors will
complete the
survey in Biol 450,
which is a required
course for the
major.
Performance
criteria
70% of students will
agree that they
achieved this
outcome as a result
of their educational
experiences at
fictional university.
40% of students will
indicate they have
begun to make
progress on
achieving this
outcome.
80% of students will
indicate they have
made substantial
learning gains in
achieving this
outcome.
Exit interviews
Exit interviews
Frequency/timing of
assessment
Spring 2010, 2013,
2016
A random sample
of second year
majors will be
invited to
participate in an
exit interview.
A random sample
of graduating
seniors will be
invited to
participate in an
exit interview.
End of spring term,
beginning in 2012
and annually
thereafter
Middle of spring
term, beginning in
2012 and annually
thereafter
3. Map the student outcomes to courses and to the ABET outcomes. (View ABET outcomes.)
Courses
1
0
1
Student outcome 1
Student outcome 2
Student outcome 3
Student outcome 4
Student outcome 5
Student outcome 1
Student outcome 2
Student outcome 3
Student outcome 4
Student outcome 5
1
0
2
1
2
1
X
2
0
0
2
0
2
2
0
4
3
0
0
3
0
2
X
X
X
X
X
3
0
1
X
X
X
X
B
C
X
X
X
X
X
X
3
1
2
X
X
X
I
X
3
8
2
4
0
0
4
0
1
4
0
2
4
1
6
4
5
0
X
X
J
X
X
X
X
X
X
X
K
X
X
X
X
4. Identify the assessment activities that your program has implemented in the past year.
Direct assessment methods:
Pre-test of knowledge in 204
Lab project in 302
Oral presentation in 312
Capstone research/lab project in 416
ETS field exam
Indirect assessment methods:
Alumni survey
6
4
6
0
4
7
0
X
X
X
X
X
X
X
ABET Outcomes
D E F G H
X
X
3
0
5
X
X
A
X
3
0
4
5. Describe how you have shared assessment results with faculty and explain how the faculty
have used assessment results to improve student learning. Describe the specific actions you
have taken or will take to facilitate students’ attainment of the program objectives and student
outcomes. (ABET Criterion 4C.)
Faculty discussed results in August and agreed to:
 Begin the process of obtaining approval for requiring Biol 204 as a prerequisite to Biol 304. Bob
will take the lead on this project.
 Seek funding to purchase additional ergometers for the human performance lab, for use in Biol
402 and 416. This equipment will provide students with opportunities to obtain experience in
conducting studies and analyzing data related to fitness and endurance testing. Janet will take
the lead on this project.
 In Fall 2011, begin to review software options for Biol 312, to provide students with expertise in
applying scientific and mathematical techniques to the study of genetics. Geore will take the lead
on this project.
6. Describe any changes that you are planning to make in your assessment plan for next year.



In 2011-12, we will examine academic records for students who completed the exam in Biol 204,
but who are no longer enrolled at fictional university or are no longer biology majors. This may
enable us to determine if we can identify common characteristics among students who do not
persist in the major and if we can address this by improving advising, revising prerequisites, or
taking some other action. Susan will take the lead on this project.
We will begin conducting interviews of second-year students and seniors.
Other aspects of the plan will remain unchanged for 2011-12.
7. Describe how you have used the feedback from the assessment committee in response to last
year’s report to improve your assessment efforts.

The assessment committee recommended that the faculty reconsider the performance criteria
and possibly modify them so they are consistent, as the current criteria range from 40% to 80%
proficiency. The faculty discussed this issue during the annual Fall retreat and have modified
some of the performance criteria.
7