ࡱ>  "bjbj 4rr1f\\""######8R#l##J%J%:%%%y.y.y."$$$$$$$kH#y.W."y.y.y.H""%%]///y."8%#%"/y."//~&qL"Zy% %/drtXs0tI/:IZyZy I#ڂ4y.y./y.y.y.y.y.HH/y.y.y.y.y.y.y.Iy.y.y.y.y.y.y.y.y.\ |!: Department of Biological Science, College of Science ASSESSMENT PLAN: B.S. in the Biological Sciences Updated Date: Spring 2014 by Maria E Gallegos with input from the Biology Curriculum and Assessment Committee (CAC) BIOLOGICAL SCIENCES PROGRAM MISSIONThe mission of the Department of Biological Sciences is to provide our students with a contemporary biological science education that integrates innovative classroom, laboratory and field experience. The Biology major is designed to meet the career needs of a diverse student body, preparing students for graduate school or careers in laboratory, administrative, field, teaching or health professions. Biology graduates are found throughout the work force including academic and educational institutions, clinical labs, wildlife management organizations, biotechnology companies, hospitals and private practices. We anticipate that a well-educated and trained biologist will make significant contributions to society and return this knowledge to the community. PROGRAM STUDENT LEARNING OUTCOMES (SLOs)Students graduating with a B.S. in Biological Sciences will be able to: SLO 1 ILO 6Demonstrate how evolutionary processes give rise to the diversity and unity of life, from genomes to ecosystems.SLO 2 ILO 6Explain the relationship between structure and function across all levels of biological organization, from ions to ecosystems.SLO 3 ILO 1,2,6Clearly communicate biological information in a variety of formats (written, oral, graphical, computational) using a style appropriate for the intended audience.SLO 4 ILO 1,6鶹AV methods of scientific inquiryspecifically, students will be able to formulate testable hypotheses, collect and analyze data, and report conclusions.SLO 5 ILO 1,6Gather, interpret, and evaluate published scientific information. Year 1: 2013-2014Which SLO(s) to assessSLO3 Assessment indicatorsWe plan to apply the Communication Rubric designed by Caron Inouye to signature Assignments collected from Fall, winter and spring quarters. Source of sample work: course #, student #, instructorBiol 1402, 20, Brian Perry; Biol 3121, 20, Maria Gallegos; Biol 3151, 20, Tyler Evans; Biol 3130, 20, Brian Perry; Biol 4455, 20, Chris Baysdorfer. Time (which quarter(s))Signature assignments from Fall, Winter and Spring will be evaluated at the end of spring quarter.Responsible person(s)Maria GallegosWays of reporting (how, to who)The report will be delivered to the Chair and then distributed to the faculty for discussion at a faculty meeting.Ways of closing the loopSee below Year 2: 2014-2015Which SLO(s) to assessSLO5Assessment indicatorsWe plan to create then apply a Rubric designed to evaluate students ability to critically evaluate the published scientific literature. We will then use this rubric to evaluate signature assignments after a brief 2-hour norming session.Sample (courses/# of students)TBDTime (which quarter(s))Signature assignments from Fall, Winter and Spring will be evaluated in the spring.Responsible person(s)Maria GallegosWays of reporting (how, to who)The report will be delivered to the Chair and then distributed to the faculty for discussion at a faculty meeting.Ways of closing the loopTBD Year 3: 2015-2016Which SLO(s) to assessSLO2Assessment indicatorsWe plan to collect and assemble a list of multiple choice-type questions from the faculty that probe student knowledge on the relationship between structure and function across all levels of biological organization, from ions to ecosystems. These multiple choice questions will be included in quizzes, exams, pre-assessment tests etc. within specific key courses to assess student knowledge at various points during their tenure at CSUEB. This will allow us to evaluate student progress and overall knowledge attained by graduation.Sample (courses/# of students)TBDTime (which quarter(s))Data from quizzes, exams, pre-assessment tests from Fall, Winter and Spring will be collected and processed in the spring.Responsible person(s)Maria GallegosWays of reporting (how, to who)The report will be delivered to the Chair and then distributed to the faculty for discussion at a faculty meeting.Ways of closing the loopTBD Year 4: 2016-2017Which SLO(s) to assessSLO1Assessment indicatorsWe plan to collect and assemble a list of multiple choice-type questions from the faculty that probe student understanding of how evolutionary processes give rise to the diversity and unity of life, from genomes to ecosystems. These multiple choice questions will be included in quizzes, exams, pre-assessment tests etc. within specific key courses to assess student knowledge at various points during their tenure at CSUEB. This will allow us to evaluate student progress and overall knowledge attained by graduation.Sample (courses/# of students)TBDTime (which quarter(s))Signature assignments from Fall, Winter and Spring will be evaluated in the spring.Responsible person(s)Maria GallegosWays of reporting (how, to who)The report will be delivered to the Chair and then distributed to the faculty for discussion at a faculty meeting.Ways of closing the loopTBD Year 5: 2017-2018Which SLO(s) to assessSLO4Assessment indicatorsWe plan to create then apply a Rubric designed to evaluate students ability to apply methods of scientific inquiryi.e. formulate testable hypotheses, collect and analyze data, and report conclusions. We will then use this rubric to evaluate signature lab assignments after a brief 2-hour norming session.Sample (courses/# of students)Lab courses. TBDTime (which quarter(s))Signature assignments from Fall, Winter and Spring will be evaluated in the spring.Responsible person(s)Maria GallegosWays of reporting (how, to who)The report was delivered to the Chair and then distributed to the faculty for discussion at a faculty meeting.Ways of closing the loopTBD Closing the Loop Each assessment cycle will involve a data collection, analyses, description of assessment results and reporting, and the use of assessment results to inform programmatic improvements. Such improvements will include, if deemed necessary, (a) revision of the given SLO assessed, (b) refinement and implementation of assessment tools, (c) revision and implementation of curriculum and/or teaching practices to support student achievement of the given SLO, and (d) refinement and integration of course-specific learning outcomes that are aligned with the given programmatic SLO. A report on the progress of the implemented improvements/refinements will be provided as part of the programs annual review.     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