Georgia State University

Annual Student Learning Outcomes Assessment Report

Due to the A&S Dean’s Office Aug. 19, 2005

Unit Name ______Biology_________________________

Prepared by __Barbara Baumstark___________________, Date ___9/10/05__________

Academic Year: 2004-2005

I. Assessment Procedures	III. Changes to Procedures or Curriculum Based on Assessment
II. Achievement of Departmental Objectives for Students A. Undergraduate-- B. Graduate	IV. Changes in Department’s Assessment Goals

I. Assessment Procedures

A. Outcomes assessed

The outcomes assessed correspond to the Learning Outcomes proposed as part of the Department of Biology’s Assessment Plan submitted to the University (July, 2004). These comprise the following four standards (the complete copy of the assessment plan is attached):

Standard 1: Scientific Inquiry

Standard 2: Communication

Standard 3: History, Nature and Impact of Biology

Standard 4: Content in Biology

B. Elements of assessment

The courses offered by the Department were divided into four divisions and each division was evaluated by an independent committee of three faculty members. These divisions, and the faculty members of the committees (listed in parentheses), were:

1. 2000-level introductory biology (Baumstark, Eilertson, Said)

2. 2000-level and 3000-level gateway courses (El-Mayas, Poole, Zellars)

3. 4000-level upper division undergraduate (Attanasio, Clancy, Said)

4. Graduate level (Frey, Pierce, Walthall)

C. Data collected

Selected course assignments were identified that addressed subcategories of Standards 1-4 above. Examples of student work on these assignments were evaluated to determine how many students met or exceeded the specific criteria that had been set as evidence of mastery of the concept being measured. The findings of each committee are itemized in Appendix II.

D. Data Analysis

Summaries of the undergraduate and graduate statistics are given below (Tables 1a and 1b, respectively)

Table 1a.

Summary of Undergraduate Statistics*

	Biol 2107	Biol 2108	Biol 2800	Biol 3800	Biol 3810	Biol 3900	Biol 4102	Biol 4115	Biol 4240	Biol 4278	Biol 6930
Std 1: Scientific Inquiry
.1 Ask scientific questions...	86%	91%			95%
.2 Design investigations...	86%	91%
.3a Use lab equipment...	86%	91%	95%		72%
.3b Use computers...	86%	91%								80%
.4 Analyze results...	86% 79%	91% 92%			72% 85% 95%		95%		78%	70%
.5 Formulate alt. explanation	86%				95%
.6 Solve problems....	86% 72%	92%		83% 64%	95%						73%
Std 2: Communication
.1 Oral and written...	91% 90% 72%	91% 71%			95% 50%					70% 80%	73%
.2 Read literature...	91%	91% 71%								70% 80%
.3 Critique...	91%	91%								70% 80%
.4 Scientific terminology...	91%	91%					76%	69% 90% 76%	80% 68%	70%
.5 Group situations...	91%				50%					80%
Std 3: History, Impact
.1 Changes in theories...							95%
.2 Other influences...
Std 4: Content
.1 Other disciplines...		71%	95%		72% 85%
.2a Molecular processes	72% 72%		95% 85%	86%87%	72% 85%	80%				70%	73%
.2b Cell structure/function		90%								75%
.2c Reproduction/heredity	72%	79%	95%	64% 87%	72%	80%			78% 80% 68%
.2d Evolution/diversity		71%	95%				95%
.2e Organism form/function		71% 79%		87%			95% 76% 73%	69% 90% 76%	78% 80% 68%
.2f Organisms/environment	72%	71%									73%

% indicates the numbers of students who were considered to have performed at an acceptable level (70% or above) on the specific assignment used for assessment (Appendix II)

Table 1b.

Summary of Graduate Statistics*

	Biol 9999 (n=5)	Biol 8800 (n=6)
I. Scientific Inquiry	3.5	3.4
II. Analytical Skills	3.4	3.5
III. Communication Skills	3.3	3.6
IV. History, Nature and Impact of Biology	na	na
V. Content – Acquisition of Knowledge	3.3	3.5
VI. Advancement of Knowledge	3.2	3.4

*Research papers submitted in fulfillment of the Biol 9999 (doctoral) and Biol 8800 (M.S.) requirements were evaluated by a 3-member faculty committee. The evaluation scores indicate the following: 4-strong emphasis; 3-emphasis; 2-addressed; 1 minimal.

II. Achievement of Departmental Objectives for Students

A. Undergraduate

The information summarized in Table 1a indicates that for over 90% of the outcomes measured, >70% of the students met or exceeded the expectations set by the relevant faculty committee. In addition, nearly all of the outcome items were assessed by at least one assignment. The one exception to this was a general lack of assessment items addressing Standard 3 (History, Nature and Impact of Biology). There were also relatively few materials addressing scientific inquiry, at least at the senior upper division level. The lack of assignments covering these two areas may simply reflect the fact that the courses offered in the summer semester (from which these materials were collected) are a small subset of our usual course offerings and may not address all outcomes covered by our general curriculum. Alternatively, the assessment choices made by the relevant committees may not have included as many history- or inquiry-based assignments as were available within a given class.

B. Graduate

The conclusion of the graduate committee was that all students from the assessment subset scored a 3 or better in all areas that were assessed, thus meeting or exceeding the requirements set for mastery. The graduate committee did not address Standard 3 (History, Nature and Impact of Biology), concluding that it did not reflect a criterion relevant to the assignment that was evaluated.

III. Changes to Procedures or Curriculum Based on Assessment

A. Undergraduate

A major limitation of the results obtained during this assessment round was the fact that it only dealt with courses offered in the summer semester. This limitation can be offset in the semesters that take place in the academic year, when nearly all courses in the curriculum will be offered at least once. Faculty are also aware of the need to include assessment items that address each of the standards, and as such are more likely to include these items as part of their classroom assignments. One course that was not assessed during the summer, but that would be very valuable to include in further assessment rounds, is Biol 4910 (Undergraduate Research). Students taking this course submit summary reports at the end of each semester. These could be evaluated in a manner similar to that which is being used by the graduate committee to evaluate graduate student research reports.

B. Graduate

One item that would be very beneficial to include in the assessment of our graduate student research efforts is an evaluation of the final products: theses and dissertations, along with their oral presentations, and non-thesis research papers. This would involve the following additional assessment activities:

1) Readers of non-thesis research papers should fill out an evaluation form that includes assessment items for each learning outcome that is relevant to the specific paper being scored.

2) Thesis and dissertation convenors should score the presentation they convene.

3) Members of the evaluation committee should attend selected thesis and dissertation presentations during the year and provide an assessment of the presentation.

IV. Changes in Department’s Assessment Goals

A review of the materials that were assessed revealed a lack of assignments dealing with two Standard 1 (at least at the upper division) and Standard 3. It is our view that assignments requiring skills summarized in Standard 1 (Scientific Inquiry) are being offered in many upper division courses, but may not have been available during the summer semester, or may not have been specifically chosen by the relevant committee for assessment. We will make an effort to identify such assignments in our upper division courses during the fall and spring semesters. Furthermore, we believe that information pertaining to Standard 3 (History, Nature and Impact of Biology) is being provided in many courses. However, it is possible that faculty members are not including assignments in their courses that assess student understanding of this area. We will initiate faculty discussion to determine whether this standard should remain as a stand-alone learning outcome, or whether it should be folded into one of the other standards.

APPENDIX I

LEARNING OUTCOMES

Standard 1: Scientific Inquiry

Students will be able to:

1.1 Ask scientific questions and construct reasonable hypotheses

1.2 Design and conduct investigations about a variety of biological problems

1.3 Perform laboratory skills and procedures

1.3a. Use basic equipment in laboratory courses

1.3b. Use computers for data analysis, literature searches and retrieval of data from reliable databases

1.4 Understand and analyze results (hypothetical or actual)

1.5 Formulate and defend alternative explanations and models on the basis of evidence

1.6 Solve problems addressing biological questions

Standard 2: Communication

Students will be able to:

2.1 Communicate effectively in oral and written forms

2.2 Read and demonstrate an understanding of scientific literature for content

2.3 Critique and analyze claims of others in a scientific context

2.4 Demonstrate an understanding of scientific terminology

2.5 Work effectively in group situations

Standard 3: History, Nature and Impact of Biology

Students will be able to:

3.1 Discuss historical changes in biological theories over time

3.2 Analyze how the political, social, economic and cultural influences exert an impact on biological concepts

Standard 4: Content in Biology

Students will be able to:

4.1 Apply knowledge from other scientific disciplines to the understanding of fundamental biological principles

4.2 Demonstrate knowledge of the following general principles of biology, including their applications and relationships

4.2a Molecular processes

4.2b Cell structure and function

4.2c Reproduction and heredity

4.2d Evolution and diversity

4.2e Organismal form and function

4.2f Interdependence of organisms and their environment

APPENDIX II

SPECIFIC ASSIGNMENTS ASSESSED*

Committee #1. 2000-level Introductory Biology.

Courses assessed: Biol 2107K and 2108K (Principles of Biology for Majors). Summer, 2005 semester.

Course type: required introductory course for majors

Standard 1. Scientific Inquiry (Standards 1.1, 1.2, 1.3, 1.4, 1.5, 1.6)

Evaluation was based on the following two methods of assessment.

a. Laboratory examinations. Examinations were given at the middle and end of the semester. These consisted of questions designed specifically to assess the students’ ability to: formulate hypotheses and design experiments to test them; analyze and interpret data; solve quantitative problems; and understand the principles underlying specific laboratory procedures. Answers were written in essay form or submitted as calculations. Examinations were graded by teaching assistants, who were provided with rubrics to assist in scoring. Based on the evaluation of selected scored exams, the faculty committee concluded that the scoring methodology was equitably administered. Students were considered to have been successful in meeting this standard if they received a score of 72% or higher.

Results: 2107K: 86% of the students met or exceeded the requirements (N = 50).

2108K: 91% of the students met or exceeded the requirements. (N = 34)

b. Critical thinking assessment. Because of the requirement that biology monitor the critical thinking skills of those students (majors and non-majors) fulfilling their general education requirements, students were also given a critical thinking assessment test. This test consisted of a 3-question examination given at the beginning and end of each course. The questions measured students’ ability to evaluate evidence and solve problems under conditions that did not require previously obtained biology content information. Students were not told about the test beforehand, and were given a time limit of 15 minutes to complete the test. A graduate student was assigned the task of grading all critical thinking assessment exams. Students were considered to have fulfilled the critical thinking requirements if they received at least 2/3 of the points listed on the scoring rubric. The questions, the rubrics and sample examinations were reviewed by faculty, who concluded that the terms of assessment were being met.

Results: 2107K: 79% of the students met or exceeded the requirement.

2108K: 92% of the students met or exceeded the requirement.

Standard 2: Communication

Written and oral communication skills were addressed as follows:

a. Written communication skills. Students were required to submit an individually written laboratory report demonstrating the ability to form a hypothesis and design experiments to test it, an understanding of the content information underlying the experiments they conducted, an analysis of the data they collected, and a discussion of the significance of their findings. The topics for the two courses were: analysis of nitrate levels from environmental sources (Biol 2107K); and determination of the effect on plant growth of exogenously applied hormones and soil conditions (Biol 2108K). Laboratory reports were assessed on a 25-point scale by the laboratory teaching assistant according to a pre-determined rubric. Students were required to submit a preliminary draft, which was read by the teaching assistant and returned with suggestions for improvement. Students were then assigned a score on their corrected submission. Selected examples were assessed by faculty and found to be acceptable with respect to scoring consistency. To meet the requirements for written communication, students were expected to receive a score of 18/25 (72%) or higher.

Results: 2107K: 91% of the students met or exceeded the requirements.

2108K: 91% of the students met or exceeded the requirements.

b. Oral communication skills. Students were required to work in groups to prepare and present an oral presentation summarizing an experiment conducted in the laboratory. Students were evaluated on a 5-point scale by the laboratory teaching assistant and their fellow students. Students were regarded as having satisfactorily met this standard if they received 4 or more (80%) of the 5 possible points.

Results: 2107K: 90% of the students met or exceeded the requirements.

Standards addressed: Standards 2.1, 2.2, 2.3, 2.4, 2.5; also Standards 1.1, 1.3b, 1.4

Standard 4. Content in Biology

The committee selected a subset of examination questions or other assignments that specifically addressed one or more of the content items listed in Standard 4. They then determined the acceptable score based on the perceived difficulty of the question. The results are itemized below:

a. Question 1. An exceedingly sensitive instrument (yet to be designed) showed that one of the carbon atoms in Elvis Presley’s dinner steak of July 21, 1977, was released in has last breath at his Memphis home, Graceland, on August 16, 1977. The instrument has just shown today that this same carbon atom is currently residing in a protein within the connective tissues of your vocal chord. Suggest how this carbon atom might have traveled fro Elvis to you, and list all of the molecules and the detailed metabolic pathways it could have entered on its way.

Standards addressed: 1.6, 2.1, 4.2a, 4.2f.

Results: 72% of the students met or exceeded the acceptable score (80%).

b. Question 2. You are to pick one homeostatic regulatory mechanism and discuss how it operates in two different animals, i.e., how blood pressure is regulated in sparrows vs. iguanas or how temperature is regulated in humans vs. garter snakes (you can pick the species). Your paper should be at least two pages in length and must have a reference section. All statements, other than your own opinions, must be supported by a citation. Your paper must include a graph pertaining to your specific topic – not a table or a picture – that contains data from the primary literature. Your discussion must include an analysis if the material in this graph.

Standards addressed: 2.1, 2.2, 4.1, 4.2d, 4.2e, 4.2f

Results: 71% of the students met or exceeded the acceptable score (70%).

c. Additional short-answer questions on specific content topics resulted in the following student performance:

Standard

4.2a. Molecular processes (e.g., Rubisco, pyruvate dehydrogenase activity)

Results: 72% obtained the correct answer

4.2b. Cell structure (e.g., sarcoplasmic reticulum)

Results: 90% obtained the correct answer

4.2c. Reproduction and heredity (hormonal mechanism of birth control)

Results: 79% obtained the correct answer

4.2c. Reproduction and heredity (elements of gene expression)

Results: 72% obtained the correct answer

4.2e. Organismal form and function (nephron function)

Results: 79% obtained the correct answer

Committee #2: 2000-level and 3000-level gateway courses

Assignments were chosen for their alignment with specific standards and a score of 70% was agreed upon as an acceptable criterion for student mastery.

Assignment #1.

Course from which assignment was derived: Biol 2800 (Introduction to Molecular Biology)

Course type: one of seven courses that can fulfill Area F requirements.

1a. Students need to show that whales are more closely related to mammals than fish, using protein sequence analysis. Students use a protein database to find the sequences for two different proteins in whales, two mammals and two fish species. Students align the sequences using alignment tools.

1b. Students are given the name of a gene (MutS) and need to find out what protein it codes for, what the function of the protein is, what diseases result from a mutation in the gene, the chromosome where the gene is located, the number of nucleotides in the gene and amino acids in the protein, and a recent paper (2003-2005) that involved the gene.

Standards addressed: 1.3b. Use computers for data analysis. . .

4.1. Apply knowledge from other scientific disciplines. . .

4.2a. Molecular processes

4.2c. Reproduction and heredity

4.2d. Evolution and diversity

Results: 95% of students met or exceeded the criterion for mastery.

Assignment #2.

Course from which assignment was derived: Biol 2800 (Introduction to Molecular Biology)

Course type: one of seven courses that can fulfill Area F requirements.

a. Make a diagram of a bacterial chromosome and indicate where the origin of replication is located

b. What types of sequences would you expect to see at or near the origin? Why?

c. Do you expect prokaryotes or eukaryotes to have more origins of replication? Why?

Standards addressed: 4.2a. Molecular processes

Results: 85% of students met or exceeded the criterion for mastery.

Assignment #3.

Course from which assignment was derived: Biol 3800 (Molecular Cell Biology)

Course type: required of all majors

Given diagrams of the TCA and Fatty Acid Cycles, students answered the following questions:

a. Through what molecule do carbons from fatty acids enter the TCA cycle?

b. How many ATP could be formed each time 2 carbons from the fatty acid cycle enter the TCA cycle?

c. How many ATP could be formed if the fatty acid has 16 carbons in its chain?

Standards addressed: 1.6 Solve problems addressing biological questions

4.2a. Molecular processes

Results: 83% of students met or exceeded the criterion for mastery.

Assignment #4.

Course from which assignment was derived: Biol 3800 (Molecular Cell Biology)

Course type: required of all majors

An mRNA of the sequence AUGUUUUUUUUUUUUUAG produces the following polypeptide in a cell free system: fmet-phe-phe-phe-phe. A new antibiotic has been discovered that interferes with the translation process. This antibiotic has been given the name releomycin. When this antibiotic is added to the cell free system, no free polypeptide is observed. However, further investigation reveals that the polypeptide (fmet-phe-phe-phe-phe-phe) and the mRNA molecule are still attached to the intact ribosomes. Which step and what factor(s) in the translation process might this antibiotic affect? Why?

Standards addressed: 1.6. Solve problems addressing biological questions.

4.2c. Reproduction and heredity

Results: 64% of students met or exceeded the criterion for mastery.

Assignment #5.

Course from which assignment was derived: Biol 3800 (Molecular Cell Biology)

Course type: required of all majors

Given a diagram of the protein kinase activation cascade in the liver, students answered the following questions.

a. What might be the effect on liver function of a mutation in the gene that encodes the cAMP phosphodiesterase?

b. What might be the effect on liver function of a mutation in a gene encoding a glucagon receptor?

c. What might be the effect on liver function of a mutation in a gene encoding a phosphorylase kinase?

d. What might be the effect on liver function of a mutation that alters the active site of the GTPase of a G subunit? (assume in all cases that the mutation causes a loss of function of the gene product).

Standards addressed: 4.2a. Molecular processes

4.2c. Reproduction and heredity

4.2e. Organismal form and function

Results: 87% of students met or exceeded the criterion for mastery.

Assignment #6.

Course from which assignment was derived: Biol 3810 (Molecular Cell Biology Laboratory)

Course type: required of all majors

Students are given two solutions and told to figure out which is DNA and which is protein using a spectrophotometer. They need to dilute each solution, set the spectrophotometer to the correct wavelength(s), read OD values, and use a standard curve to calculate DNA concentration for the DNA sample.

Standard addressed: 1.3a: Use basic equipment in laboratory courses

1.4 Understand and analyze results

4.1: Apply knowledge from other disciplines

4.2a Molecular processes

4.2c Heredity

Results: 72% of the students met or exceeded the criterion for mastery

Assignment #7.

Course from which assignment was derived: Biol 3810 (Molecular Cell Biology Laboratory)

Course type: required of all majors

Given a diagram of an SDS-PAGE gel, students answered the following questions.

a. Circle the band in one of the sample lanes that might be a 39KD protein

b. Which lanes contain the largest subunit of Rubisco? Explain your reasoning.

c. What effects might you expect to see if no SDS or reducing agent were added to the loading buffer?

d. What property of proteins was being used when you tried to separate proteins using the ion exchange columns?

Standards addressed: 1.4. Understand and analyze results. . .

4.1. Apply knowledge from other scientific disciplines. . .

4.2a. Molecular processes

Results: 85% of students met or exceeded the criterion for mastery.

Assignment #8.

Course from which assignment was derived: Biol 3810 (Molecular Cell Biology Laboratory)

Course type: required of all majors

Students perform lab experiments in groups of 3-4. All students must write two individual lab reports containing Abstract, Introduction, Methods, Results and Conclusions. Students are given feedback and a chance to rewrite their first lab report. In addition, each group of students presents their results and conclusions to the class using Powerpoint slides.

Standards addressed:

1.1 Ask scientific questions and form reasonable hypotheses

1.4 Understand and analyze results

1.5 Formulate and defend alternative explanations

1.6 Solve problems

2.1 Communicate effectively in oral and written forms

2.5 Work effectively in group situations

Results: Lab reports: 95% of students met or exceeded the criterion for mastery.

Presentations: 50% of students met or exceeded the criterion for mastery.

Assignment #9.

Course from which assignment was derived: Biol 3900 (Genetics)

Course type: required of all majors

In Cystic Fibrosis (CF), the most common mutation is the dF508. The D508 mutation is a three base pair deletion that ultimately results in the deletion of a phenylalanine at position 508 in the protein. However, another mutation, IVS8-5T, has been located to intron 8. This mutation would not be expected to affect the coding sequences (exons), but nevertheless causes CF.

a. What essential function might be affected?

b. How might this aberrant function lead to CF? Be specific.

Standards addressed: 4.2a. Molecular processes

4.2c. Reproduction and heredity

Results: 80% of student met or exceeded the criterion for mastery.

Committee #3: 4000-level upper division undergraduate

A subset of 4000-level courses covering several areas of focus within the biology department was selected for analysis. The specific courses were: Biol 4278 (Immunology), Biol 4102 (Fundamentals of Neurobiology), Biol 4115 (Medical Neuroanatomy), Biol 4240 (Endocrinology), and Biol 4930 (Parasitology). Students were assessed as having met the criteria for mastery if they scored 70% or higher on the questions.

Biol 4278. Immunology

Course type: One of several options for meeting Area G or Area F. Designated as a writing intensive course.

Assignment #1.

After attending library instruction, students choose an immunology topic that represents the basis of oral and poster presentations. To prepare these presentations, students carefully search medical databases for recent review and research articles focusing on the specific topic and, after reading the abstracts, select the articles most appropriate for preparing their presentations.

Standards addressed: 1.3b. Use computers for data analysis, literature searches and retrieval of data from reliable databases.

Results: 80% of students met or exceeded the criteria for mastery.

Assignment #2.

1. This course includes several written exams and a major project based on oral and poster presentations. All written exams are essay-type. The majority of exams requires that students read an entire recent research article in class, write an abstract of it, and answer questions related to the article. Examples of questions are: 1) In this study, the investigators use a form of immunization called passive immunization. Do you expect the generation of memory responses in response to passive immunization? Explain your answer. 2) What is the purpose of this study? 3) Why did the investigators use neutralizing monoclonal antibodies as compared to non-neutralizing monoclonal antibodies? 4) Figure 1 describes the experimental design developed for this study. Why are the monkeys in (B) and (D) necessary for the correct interpretation of the results described in this study?

2. To prepare oral and poster presentations, students are assigned to a group that includes an average of 4 individuals. Working in a team setting, students first read review articles to familiarize themselves with the specific immunology topic and then read, analyze and critique several research articles on the same topic. Information from several articles is combined together to provide a brief and updated summary on the current scientific knowledge, making sure to point out differences in results and interpretation from different articles. Posters are presented and discussed with a “lay” audience, therefore ensuring that students understand and communicate effectively. The final product is based on several revisions made with continuous input and feedback provided by the instructor, writing consultants and the other students in the class.

Standards addressed: 1.4 Understand and analyze results

2.1. Communicate effective in oral and written forms

2.2. Read and demonstrate an understanding of scientific literature. . .

2.3. Critique and analyze claims of others in a scientific context

2.4. Demonstrate an understanding of scientific terminology

2.5. Work effectively in group situations

Results: Part 1. 70% of students met or exceeded the criteria for mastery

Part 2. 80% of students met or exceeded the criteria for mastery

Assignment #3. Examination questions.

a. Why are the processes of somatic hypermutation and affinity maturation necessary for effective immune responses? Is affinity maturation possible in absence of somatic hypermutation? Why?

Standard addressed: 4.2a. Molecular processes

Results: 70% of students met or exceeded the criterion for mastery

b. How is the immune response affected in individuals with deletions of the genes that encode i) MHC class II molecules? ii) TAP1/TAP2 molecules? iii) B7 molecules? iv) CTLA4 molecules?

Standard addressed: 4.2b. Cell structure and heredity

Results: 75% of students met or exceeded the criterion for mastery

Biol 4102. Fundamentals of Neurobiology

Assignment #1.

What clinical observations led to the concept that specific parts of the brain (cortex) perform unique functions (such as speech)?

Standards addressed: 1.4. Understand and analyze results

3.1a. Discuss changes in biological theories over time

4.2d. Evolution and diversity

4.2e. Organismal form and function

Results: 95% of students met or exceeded the criterion for mastery

Assignment #2.

What is mind/brain dichotomy?

Standards addressed: 2.4. Demonstrate an understanding of scientific terminology

4.2e. Organismal form and function

Results: 76% of students met or exceeded the criterion for mastery

Assignment #3.

What are the similarities or differences between gray matter and white matter of the brain?

Standards addressed: 4.2e. Organismal form and function

Results: 73% of students met or exceeded the criterion for mastery

Biol 4115. Medical Neuroanatomy

Assignment #1.

a. What causes hydrocephalus?

b. What is the clinical significance of the Circle of Willis?

c. What specialized vascular structures (often near the bones of the skull) serve as sites where venous blood “pools” before entering the general venous return?

Standards addressed: 2.4. Demonstrate an understanding of scientific terminology

4.2e. Organismal form and function

Results: a. 69% of students met or exceeded the criterion for mastery

b. 90% of students met or exceeded the criterion for mastery

c. 76% of students met or exceeded the criterion for mastery

Biol 4240. Endocrinology.

Assignment #1.

What experimental observations suggest that potent metabolites of testosterone are required for masculinization of the human external genitalia? What are these metabolites?

Standards addressed: 1.4. Understand and analyze results

4.2c. Reproduction and heredity

4.2e. Organismal form and function

Results: 78% of students met or exceeded the criterion for mastery

Assignment #2.

How are true hermaphrodites different from pseudohermaphrodites?

Standards addressed: 2.4. Understanding of scientific terminology

4.2c. Reproduction and heredity

4.2e. Organismal form and function

Results: 80% of students met or exceeded the criterion for mastery

Assignment #3.

Describe the composition of the mammalian indifferent gonad. What are its major subdivisions and what is the fate of each of these subdivisions?

Standards addressed: 2.4. Understanding of scientific terminology

4.2c. Reproduction and heredity

4.2e. Organismal form and function

Results: 68% of students met or exceeded the criterion for mastery

Biol 4930. Parasitology.

Assignment:

You (wearing your parasite’s hat) are to present your bizarre and incredibly successful parasitic life cycle.  Describe how good you are at killing off your host and passing from host to host.  Describe the fight between you and your host's immune system. 

Standards addressed 1.6. Solving problems addressing biological questions

2.1 Communication in written and oral forms

4.2a. Molecular processes

4.2f. Interdependence of organisms and their environment

Results: 73% of students met or exceeded the criterion for mastery

Committee #4. Graduate level courses

Selected Graduate Reports submitted in fulfillment of the requirements for Biol 9999 (doctoral students) and Biol 8800 (M.S. students only) from the Summer 2005 semester were reviewed and critiqued by a panel composed of three Research faculty members, using a 4-point scoring system with six criteria judged. The mean scores for the 6 criteria are provided in the table below.

History of biology was not graded as this criterion was not a required element of the graduate reports. Scoring was as follows:

4 - strong emphasis

3 - emphasis

2 - addressed

1 minimal

	9999	8800
I. Scientific Inquiry	3.5	3.4
II. Analytical Skills	3.4	3.5
III. Communication Skills	3.3	3.6
IV. History, Nature and Impact of Biology	na	na
V. Content – Acquisition of Knowledge	3.3	3.5
VI. Advancement of Knowledge	3.2	3.4