Department of Biology – Assessment Plan (July, 04)

 Georgia State University

 

1.  MISSION STATEMENT

 

            The Department of Biology at Georgia State University is firmly committed to the twin goals of Excellence and Distinctiveness set forth in the University’s Strategic Plan.  The Department’s mission is to continue its development of high quality instructional and research programs in the biological sciences, and in so doing make important contributions to the dynamic and rapidly progressing field of biology, to higher education in the University system, and to the community at large.  The specific goals of the Department are:

 

• to provide students with the basic core of scientific literacy in biology that is essential for success in today’s and tomorrow’s society

 

• to increase the understanding of biological processes through cutting edge research programs, thereby providing students with the opportunity to explore exciting new frontiers through biological research

 

• to work with others in the state of Georgia in reaching out to the public and communicating the many ways in which new discoveries in biology impact our daily lives and affect the future of our community

  

2.  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 heredity

            4.2c.    Reproduction and heredity

            4.2d.    Evolution and diversity

            4.2e.    Organismal form and function

            4.2f.     Interdependence of Organisms and their environment

 

[Itemization by course is given in the excel file “biologyoutcomes.xls”]

  

3.  ASSESSMENT METHODS

 

I.  Undergraduate

 

            A.  Laboratory-based assessment.  Evaluation of Standards 1 and 2 (Scientific Inquiry and Communication, respectively) will be conducted at two stages:  upon entry into the major (Biol 2107K) and at the end of the last required laboratory course (Biol 3810). 

 

            B.  Content/concept assessment.  Evaluation of Standards 3 and 4 (History of Biology and Content in Biology, respectively) will be conducted at three stages:  upon entry into the major (Biol 2107K), upon entry into upper division course work (Biol 3800), and upon exit from the program (Biol 4970).

 

            C.  Other assessment parameters.  Additional parameters that will be assessed include retention rates for the major, students’ perceptions of the quality of the program, and students’ career goals. 

 

II.   Graduate

 

            A.  Graduate students will be assessed by their performance on general or discipline-specific examinations (oral and/or written).  They will also be evaluated on the written material (non-thesis reports, theses, and dissertations) that they present in fulfillment of their degree requirements.   M.S. and Ph.D. students will be tracked individually with respect to retention, time required to obtain degree, and post-graduation employment.         

 

4.  DATA COLLECTION AND ANALYSIS

 

I.  Undergraduate

 

            A.  Laboratory-based assessment.  The primary assessment instrument will be the laboratory report.  Laboratory reports will be evaluated as to the degree with which they demonstrate acquisition of the skills and concepts outlined in Standards 1 and 2.  Evaluation of oral communication and group participation skills (Standards 2.1 and 2.5) will be provided by the teaching assistants in charge of the laboratory sections.

 

            B.  Content/concept assessment.  Students will be given an entry examination to assess their background knowledge of biology.  An examination covering the same material will be given at the beginning of their upper division course work to assess the value added.  A third examination will be given upon exit from the program.  The third examination will include material from selected 4000-level electives, with student performance being correlated with the specific electives that formed part of their individual curriculum.

 

            C.  Other assessment parameters.

                        a.  Retention rates.  Individual students declaring biology as a major will be tracked once a year (using information available on Banner) to determine whether they continue as biology majors or, if not, whether they transfer to another major or leave GSU.  Retention rates will be correlated with freshman index and pga ratings.  Records of graduating seniors will be analyzed to determine how long they took to get the degree.  Numbers of graduating seniors will be compared over the long term with numbers of incoming freshmen majors.

                        b.   Students’ career goals.  Majors will be given an entry and exit survey addressing their career goals, their reasons for choosing biology as a major, and their area of concentration.

                        c.  Students’ perceptions of the program.  An exit survey will be administered to senior students measuring their perceptions of the strengths and weaknesses of the biology program.

 

II.  Graduate

 

            A.  Doctoral and thesis M.S. students will be evaluated on their ability to produce and orally defend a research proposal as part of their admission to candidacy (year 2 of the program).  Non-thesis M.S. students will be evaluated for their ability to produce a literature- or laboratory-based research report.  Evaluation of non-thesis M.S. students take place in Biol 8888 (non-thesis research), which is required of all M.S. students who pursue the non-thesis option.

 

            B.  Doctoral students in biology must demonstrate proficiency in instruction as part of their degree requirements.  All doctoral students will be required to complete at least two semesters as laboratory/teaching assistants.  Their performance will be assessed by periodic classroom observation, student evaluations, and student performance.  Assessment will be conducted in conjunction with Biol 7802 (Instructional Methods), a graded course in pedagogy that is required of  all teaching assistants.

 

            C.  Tracking of graduate students with respect to retention, progress toward degree, and attainment of career goals will be conducted in consultation with the students’ academic and research advisors.

 

 5.  USE OF RESULTS

 

Areas of weakness will be identified and the results will be presented to the biology faculty.  The dean of the college and faculty from other departments that provide courses serving biology majors will also be consulted.  Alternative mechanisms for addressing these weaknesses will be considered, such as modification of existing courses to contain course-embedded instruction that focuses on strengthening the relevant skills or development of new courses designed to address the perceived weaknesses.