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West Liberty University

Program Review

Biology PR Assessment of Student Learning Spring 2015

Assessment Report April 2014 and includes updates for fall 2014 and spring 2015 1. (General) Student Learning Outcomes (SLOs) for Biology

Upon graduating with a degree in the Biological Sciences, students will possess:

i. A comprehensive knowledge base specific to their course of study (based upon the content specific to one of the 7 biology majors).

ii. Developed critical thinking and communication skills that provide the foundation for lifelong learning and career development.

iii. Acquired the basic laboratory and/or field biology skills required within their course of study.

iv. The ability to evaluate and discuss scientific literature and relate scientific advances to contemporary social and ethical issues.

Please see attached documents (in the Appendix) for the expanded list of SLOs for WLU. In addition to the General Student Learning Outcomes (SLO) listed above, additional SLOs for all required major-specific courses for the 7 majors in Biology [General Biology Major, Pre-Professional (Biology) Major, Microbiology Major, Pre-Medicine (new fall 2013), DEAP (Dental Early Admission Program) (new spring 2013), Environmental Stewardship and Education (new for fall 2013), and Ecology, Evolution, and Organismal Biology (EEOB) Major (new for 2012)] have been updated by course instructors since Fall 2012, through vehicle-curriculum mapping (see attached Curriculum maps with SLOs in the Appendix). These courses were rated based on the different levels of student learning of course material:

K, A, or S: K= Knowledge/Comprehension, A= Application/Analysis, and S= Synthesis/Evaluation

Curriculum map SLOs are periodically updated by instructors when course material is changed. In general, BIO 100-200 level courses, which are based on comprehension of material, were rated K, and BIO 300-400 courses, which require more critical thinking, are rated A and/or S. Faculty members have begun including specific COs (Course Objectives), which address these SLOs on their syllabi for core courses. 2. General Studies Integration

In order to attain a B.S. degree at WLU, students are required to take courses to satisfy the General Studies requirement, in addition to core courses and major-specific courses. The WLU General Studies program provides the student with the opportunity to develop the essential skills and to gain the knowledge expected of one who earns a baccalaureate degree. The General Studies program represents the core foundation upon which all academic programs at WLU are built, with the following student development goals*:

i. Critical Thinking ii. Effective Oral Communications


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iii. Effective Writing Skills iv. Technology Literacy v. Global Perspective vi. Proficiency in Basic Mathematics and Science vii. Awareness and Utilization of a Wellness Lifestyle

*these student development goals have since been simplified for fall 2014 as effective communication skills, problem solving, and cultural/global awareness

General Studies goals i, ii, iii, iv, and vi are clearly stated and assessed in the Biology SLOs i, ii, iii, and iv described above. General Studies goals v and vii may not be addressed in all Biology courses as not all material has a global or wellness dimension, however, we will include them in Biology courses wherever possible. A copy of the SLOs for the Biology program and Program Effectiveness goal is attached (in the Appendix).

3. Assessment Method (Measurements/Instruments)

Program assessment in the Biology program is an on-going process that has continued since the last BOG Review in 2008-2009. The faculty of the Biology program have created and updated curriculum maps and worked together to develop general Student Learning Outcomes (SLOs) for biology students, as well as SLOs for individual majors. We expect our students to master these goals by the time they graduate from WLU. We have developed and adopted multiple assessment measures (both direct and indirect) for each SLO and expanded them, to measure the extent to which our students are meeting the SLOs. The expanded SLOs for all majors of the Biology program, including (1) the curricular maps detailing the type of measure (e.g. direct evaluations by an assessment rubric or assessment test, indirect evaluations via student questionnaire, survey, etc), (2) the level of rigor assessed for each course, and (3) the methods of evaluation are attached (in the Appendix).

We implemented direct and indirect methods in our assessments.

i. Direct tests/evaluations included pre- and post-course assessment tests, instructor evaluations (by standardized rubric) of student assignments (including term papers, lab reports, student-written reflections etc). Copies of the writing and oral presentation rubrics are attached (in the Appendix).

ii. Indirect tests/evaluations included surveys from graduating seniors, collecting information on graduates of the program, such as average MCAT scores (where available), the number of former students who are in graduate or professional schools, teaching, and field-related jobs etc. A copy of the senior survey is attached (in the Appendix).

4. Location of Measures

All of our introductory-level Biology core courses, as well as approximately half of our Major-specific 300- and 400-level Biology core courses, taken by Biology majors, are assessed by several measures. Since 2010, faculty who teach courses (all of these course


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have their own SLOs) have regularly updated the SLOs, and assessments are carried out to measure the extent to which our students are meeting these SLOs. The results of this work are shown in the SLOs (attached in the Appendix) and the results of the analysis are summarized below. We implemented multiple assessment measures for each SLO at multiple points throughout the Biology program. The Biology program at West Liberty University serves approximately 160 biology-related majors. At the beginning of their program, students in all the biology majors take a set of introductory-level biology core courses intended to introduce them to the breadth of subdisciplines in biology. The three courses are (courses in which assessments are carried out are indicated with *):

BIO 124*/125* – Introductory Biology and lab BIO 200* – Botany and lab BIO 202*/203* – Zoology and lab

Each of these courses has an associated lab, which emphasizes content and laboratory techniques to complement the lecture material. Only students enrolled in the Pre-Medicine/Pre-Osteopathic Medicine Biology major and WLU/WVU DEAP (West Virginia University Dental Early Admission Program) do not have a requirement to take BIO 200 (Botany and lab).

Concurrent with these biology courses, students also take a series of General Chemistry courses (CHEM I, CHEM II), Physics courses (PHYS I, PHYS II), and Math courses (Precalculus and/or Calculus, and potentially Statistics), which will allow them to take advanced Chemistry courses such as Organic Chemistry I, Organic Chemistry II, and Biochemistry later. Biology majors in General Biology, Microbiology, Pre-Professional Biology, EEOB, and ESE take the new BIO 221 (Biostatistics), which covers statistical applications in biology, offered by the Biology program, in place of Statistics (Math 160).

After completion of the 100- and 200-level core courses, Biology majors continue with a set of major-specific required 300- and 400-level core courses, designed to cover major biological subdisciplines in greater depth. These core courses emphasize deeper biological content knowledge and laboratory work, including the ability to think and perform like a scientist, such as designing and executing experiments, scientific process skills, critical thinking, analysis of the scientific primary literature, and written and oral communication. These courses include (courses in which assessments are carried out are indicated with *):

Course# Biology Course # Biology

302.303* Anatomy I 404*.405* Ecology & Lab

317* Immunology 406* Field Biology

325* Microbiology & Lab 426* Comparative Animal Phys & Lab

328.334 Anatomy & Phys II & Lab 428 Evolutionary Biology

331 Plant Taxonomy 440* Conservation Biology

235 Arthropod Diversity 460*.461* Molecular Biology & Lab

346 Mycology 472* Cell Biology

343 Vertebrate Zoology & Lab 478 Special Topics

401* Genetics & Lab


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In addition to required core courses, students in biology-related majors are required to take other 300- and 400-level restricted elective courses to fulfill graduation requirements depending on their majors. In general, these courses are structured to cover specific biological topics in greater detail and depth (courses in which assessments are carried out are indicated with *):

Course# Biology Course # Biology

220 Scientific Methods 356* Parasitology & Lab

225 Terrestrial Habitats 407* Human Genetics

306* Biotechnology I & Lab 408 Herpetology

308* Animal Tissue Culture&Lab 421* Epidemiology

321* Biotechnology II & Lab 426* Comparative Animal Phys & Lab

329 Applied Microbiology&Lab 432 Histology

330 Nutrition 462* Microbial Pathogenesis

343 Vertebrate Zoology & Lab 465 Virology

Students are also encouraged to further increase their analytical and evaluative skills by performing scientific research with WLU faculty, shadow physicians, physician assistants and/or dentists, for practical experience credit in BIO 479 (Research or Internship) in parallel with their courses, as they progress from freshman through senior levels. Through internships, they will also be able to communicate scientific principles and conduct research in increasingly sophisticated ways, from simple lab reports to research papers, oral presentations, and scientific posters on independent research. Students in all majors of Biology are required to take BIO 480 (Capstone), which consists of projects [including evaluation and discussion of scientific primary literature, preparation of an annotated bibliography of these sources, writing a critical literature review on a topic covered in these papers (subject to faculty approval), and giving an oral presentation to faculty and students)] to assess critical thinking, writing, and communication skills, student cumulative knowledge, and performance 1-2 semesters prior to graduation. During the seminar on their paper, they will be assessed based on their interpretation and clarity of their presentation, background information, critical thinking on the subject matter, and their responses during a question/answer session from the audience. They are also required to write an essay reflecting on their experience in BIO 480. In their senior year, students will also be surveyed for their perceptions of the strengths and weakness of the Biology program with the Department Co-Chair and the Dean, through the exit interview. Students can learn more about subdisciplines and topics in Biology as they return to, and focus on topics through the required core and restricted elective courses in the curriculum. All courses in the Biology program’s wide-ranging curricula, from introductory-level to advanced-level courses, are classified based on their educational roles (reflected in the expanded SLOs in the curriculum maps). An important aspect of the curriculum maps is the opportunity for students to develop their cognitive abilities through knowledge acquisition and comprehension for


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introductory-level courses, to application and analysis for intermediate-level courses, to synthesis and evaluation for advanced-level courses, as reflected in the Student Learning Outcomes (SLOs) in the curriculum maps. The expanded SLOs for all majors of the Biology program, including (1) the curricular maps detailing the type of measure, (2) the level of rigor being assessed for each course: K (knowledge and/or comprehension), A (Application and/or Analysis), and/or S (synthesis); with the methods of evaluation (e.g., pre-/post-assessment tests, term paper/research proposal, report, reflection, and/or oral presentation assessment, etc) is attached (in the Appendix). Please see the attached Curriculum Maps (for all Biology majors) for the expanded SLOs, assessment measures, and methods of evaluation of each course (in the Appendix). Assessment Methods and Results Direct Methods

Pre- and post-assessment tests are administered for the following courses: BIO 124 (Biological Principles), BIO 200 (Botany and lab), BIO 202/203 (Zoology and lab), BIO 325 (Microbiology), BIO 426 (Comparative Animal Physiology and lab), BIO 401 (Genetics), BIO 460 (Molecular Biology), and BIO 472 (Cell Biology), and BIO 480 (Biology Capstone).

We also receive feedback on lab technique and scientific writing (lab reports, written reflections, and term papers) from BIO 125 (Biological Principles Lab), BIO 303 (Human Anatomy and Physiology I Lab) BIO 325, BIO 460, BIO 461 (Molecular Biology Lab), and BIO 472 (Cell Biology). BIO 124/125 are typically taken by students in their freshmen year, BIO 303 and BIO 325 may be taken by students sophomore year onward, while BIO 460 and BIO 472 are taken junior year onward, and BIO 480 is taken in the senior year. Hence, our assessments begin in our students’ freshmen year and extend through their senior year. (a) Direct method: Pre- and Post-Assessment Tests In AY 2010-2011: BIO 124 students gained, on average, 29.1% in their post- versus pre-assessment tests (S.D.=15%). They demonstrated consistent difficulties with meiosis, biochemistry of macromolecules, understanding of role of tRNA in translation, metabolism and characteristics of life.

BIO 325 students gained, on average, 36.6% in their post- versus pre-assessment tests (S.D.=17%)

BIO 460 students gained, on average, 37.5% in their post- versus pre-assessment tests (S.D.=13%) In AY 2011-2012: BIO 124 students gained, on average, 25.8% in their post- versus pre-assessment tests (S.D.=15%). They demonstrated weaknesses in chemistry/biochemistry (comprehension of covalent bonds, organic molecules), molecular biological aspects of transcription and translation, and characteristics of life.

BIO 325 students gained, on average, 28% in their post- versus pre-assessment tests (S.D.=17%).


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Bio 426 students gained, on average, 38.1% in their post- versus pre-assessment tests (S.D.=16%)


BIO 460 students gained, on average, 37.5% in their post- versus pre-assessment tests (S.D.=13%) In AY 2012-2013: BIO 124 students gained, on average, 24.5% in their post- versus pre-assessment tests (S.D.=15%). They demonstrated weaknesses in chemistry/biochemistry (comprehension of covalent bonds, organic molecules).

BIO 325 students gained, on average, 37.0% in their post- versus pre-assessment tests (S.D.=11%).



BIO 460 students gained, on average, 41.7% in their post- versus pre-assessment tests (S.D.=17%) In AY 2013-2014 and AY 2014-2015 (ongoing): BIO 124 students gained, on average, 27.7% in their post- versus pre-assessment tests (S.D.=18%). F2013 BIO 325 students gained, on average, 30.3% in their post- versus pre-assessment tests (S.D.=25%). F2014 BIO 325 students gained, on average, 42% in their post- versus pre-assessment tests with no consistent difficulties and every student demonstrating improvement (highest improvement score 72%). BIO 200 students gained, on average, 17.5% in their post- versus pre-assessment tests (S.D.=19%)

BIO 460 students continue to struggle with telomeric concepts and translation but show overall improvements of approximately 41% post- to pre-assessment.

(b) Direct method: Course evaluations based on rubric In AY2011-2012: BIO 303 students were evaluated on their scientific writing skills in writing lab reports (they had never written a scientific report/paper before). Despite being new writers, students quickly learned to write in well-organized, coherent papers.

BIO 325 students were evaluated on their scientific writing skills. They showed greatest deficiencies in writing style and overall mechanical errors.

Bio 401 students were evaluated on their scientific writing skills on their genetics disorder proposal. Their scores were only adequate for the category: proper credit or sources and proper citation format (wrong citation format was a common error).

Bio 460 students were evaluated on their scientific writing skills on their term paper. Overall the class ranged from proficient to adequate in each category being evaluated.


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BIO 461 students were evaluated on their lab and scientific writing skills. They generally lacked sufficient understanding in the details of molecular biology upon which their selected techniques were based; some students had problems with writing style and mechanics as well.

BIO 472 students wrote a report on a landmark scientific journal article in cell biology - overall, they wrote satisfactorily.

In AY2012-2013: BIO 401 students were evaluated on their research proposal on an assigned genetic disorder and were required to search for and cite a minimum of 5 scientific papers. They were only proficient for the category: proper credit or sources and proper citation format, over half the class were adequate in scientific explanation, and evaluation and understanding of facts from scientific papers.

BIO 460 students were evaluated on scientific writing skills based on a term paper. Over 90% of students rate at proficient in each category for science-specific SLOs. Consistent difficulty with style and mechanics were noted.

BIO 472 students wrote a report on a molecular biological technique, and critiqued a primary literature article which described this technique. They lacked sufficient understanding in the molecular details on this technique. A few students had difficulty with writing style and mechanics.

In AY2013-2014 and AY 2014-2015 (ongoing): BIO 401 students were evaluated on their research proposal on an assigned genetic disorder and were required to search for and cite a minimum of 7 scientific papers, and they had to brief the instructor on their proposal in the middle of the semester. They showed improved proficiency in understanding and application of results from scientific papers - they were proficient for the category: proper credit or sources and proper citation format, and over half of the class were adequate or better in scientific explanation from scientific papers.

F2013 BIO 460 students were evaluated on their scientific writing skills on their term paper. Over 93% of them demonstrated proficiency or higher for all SLOs (for content, scientific explanation, critical thinking, controlling idea, organization/structure, science and human relationship). F2014 BIO 460 students were required to write a critical literature review with annotated bibliography; this assignment reflects a change in intent for assignment after S2013 BIO 480 students struggled with this new format. The new format was selected by the faculty due to the previous capstone format (selecting a peer-reviewed primary science research paper, preparing an APA-formatted term paper analyzing background for the research paper, and presenting the selected research paper) no longer providing appropriate information on student achievement. The faculty of the program recognized through previous assessments that students were not analyzing and formulating critical opinions of the work and instead were merely trying to defend the work of the authors. The new format is intended to force the students to synthesize their own ideas on a topic, and, with more students active in primary research, the format opens the capstone course to presentation of their own work. F2014 BIO 460 students performed proficiently in the new format approximately 60% of the time; the other students, if they remained in the course, rewrote their literature reviews following feedback from instructor.


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BIO 303 students were evaluated on their scientific writing skills (they had not written a scientific report/paper previously). They did not perform satisfactorily in their writing, despite being provided with information on structure of the report and specific formats.

BIO 308 and BIO 321 (taught in subsequent semesters): an early survey indicated students had not been exposed to biotechnological techniques previously. Results from the midterm exams and independent research projects in both courses demonstrated students had mastered the techniques taught. All three students received above average scores on content but below average scores on writing.

BIO 317 students performed in the range of adequate to advanced with the majority of scores in the proficient range on a research term paper in the S2014 semester. S2015 students will be writing critical literature reviews with annotated bibliographies in-line with the new capstone requirements.

Indirect Methods

(c) Indirect method: Course evaluations based on anecdotal assessment by faculty We also gathered feedback from other faculty on student weaknesses/deficiencies in their courses: i. The initial faculty assessment of students enrolled in anatomy classes (BIO 214, BIO

302, or BIO 303) was they were not familiar with fluid dynamics (e.g., pressure, Laws of Thermodynamics, viscosity), and were deficient in writing skills and in the format of laboratory reports.

ii. Students enrolled in BIO 460/461 in Fall 2012 were relatively weak in their knowledge of molecular biology of proteins in the lab.

iii. Students enrolled in BIO 480 were weak in writing scientific papers and technical reports. They were, however, proficient in their presentation skills.

iv. The instructors for BIO 480 (as well as other faculty) raised the issue that WLU does not have any subscriptions to scientific journals, which require a fee for access. This restricts the number of primary literature available for students (to develop analytical and critical thinking skills). Without journal subscriptions, the vast majority of online primary scientific sources require an access charge of $25 or more to download one article, making it very cost-prohibitive for students to obtain them.

Please see attached document “Programmatic Assessment Chart 2010-2011” (in the Appendix) for a summary of the assessment rubrics and criteria for each category, and compilation of the general trend of student performance in Biology courses. (d) Indirect method: Course evaluations based on anecdotal assessment by students

Please see attached document (in the Appendix) for the exit survey/poll for graduating seniors. Our BIO 480 exit survey and poll on the strengths and weaknesses of the Biology program, also includes a session with the Dean of the College of Sciences and the Co-Chair of the Department of Natural Sciences and Mathematics representing biology. Responses from the survey and poll indicated that graduating students are generally satisfied or very satisfied with the Biology program and complimented faculty on being accessable, explaining concepts well, wanting to see students succeed, and having research opportunities for students, but the following issues were brought up:

i. Students mentioned WLU does not provide access to fee-based scientific journal journals, making it difficult or impossible to obtain most primary literature.


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ii. Students felt “overwhelmed” by the BIO 480 course requirements. iii. A few students mentioned lacking confidence in their ability to think critically. iv. A few students mentioned not knowing what to do with their degree after graduation.

Students were also requested to offer suggestions for the program and responded with the following: i. Set up a Biology journal club. ii. Set up a seminar class (discussing scientific publications). iii. Offer more classes with critical analyses or extend BIO 480 to two semesters.

The latter two suggestions have been implemented in varying forms. An extended discussion of scientific publications has been incorporated into the capstone course as well as BIO 472, BIO 460, and BIO 317. Critical literature reviews have been incorporated into BIO 460 and BIO 317 with extended instruction via Sakai for each.

Based on our communication with representatives of various professional/graduate schools in the state, they seem to have a high degree of satisfaction with the quality of West Liberty University biology graduates. 5. Timeline for Assessment Implementation

Following assessment results from the end of each semester, faculty meetings are held in the beginning of the subsequent semester to bring deficiencies in student knowledge and application of them to the attention of other faculty. Follow-up discussions of these student weaknesses/deficiencies continue in the remainder of the semester and subsequent semesters. Based on faculty feedback and agreement during faculty meetings, some revisions have been/are being made within courses to address consistent deficiencies. Other revisions in the program have been/are being developed as new courses or alterations in the curriculum. To “close the loop”: following the assessments each semester and year, faculty discuss these findings at faculty meetings and determine if we need to modify our curricula, course content or how we assess students. We also examine our courses annually to determine if students are attaining program outcomes and standards defined on the SLOs. Changes to course syllabi have been made to address student learning deficiencies based on the SLOs (see below). If changes are required, we will initiate program revision. Two current initiatives are curriculum mapping and critical literature reviews. Curriculum mapping was completed approximately 5 years ago and resulted in the creation of BIO 472 Cell Biology to bridge a gap in intracellular signaling knowledge within curricula for pre-professional/pre-health majors. With the advent of several new majors and a differential between the pre-professional/pre-health and ecological/organismal curricula, curriculum mapping is being revisited to ensure our students are receiving fluid instruction and learning in targeted content and skills. The critical literature reviews were instituted in the spring of 2013 in response to lackluster assessment scores for critical thinking/analysis. While the scores were not inadequate, few students approached the advanced level the faculty feel is imperative in the sciences. After discussion and student input, the new format was implemented. Early results indicate resistance to “going out on a limb” by forming opinions through critical analysis coupled with a definite improvement in confidence and skill development.


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6. Implementation of Program Revision

Faculty teaching BIO 124 have increased focus on teaching chapters on chemistry and biochemistry (concepts of covalent bonds and organic molecules) in the first few weeks of the semester to address deficiencies in student understanding of these topics.

Faculty feedback from BIO 480 (and other courses) indicated students were unable to fully comprehend common statistical methods described in papers, despite having taken Math 160 (Statistics). A new course (with lab) on Biological Statistics and Experimental Design (BIO 221) was designed and piloted in Spring 2013 to teach both theory and application of statistics in biology. The newly developed course has been adopted as a major-specific requirement for Biology majors in all but DEAP (BIO 221 is an option in Pre-Medicine; the lack of BIO 221 in DEAP is not through faculty decision, but rather a consequence of our curricular agreement with the WVU School of Dentistry).

To address faculty concern on the weaknesses in science writing among graduating students, which include common errors (e,g,, improper citations or lack of them), a science writing-specific online course is currently in development with AY 2015-2016 as the target implementation year. In BIO 401, we have increased the minimum number of scientific publications required and student scientific proposals are checked for plagiarism using Turnitin (http://turnitin.com).

We are planning embedded assessments for BIO 105/106 in Fall 2013 to uncover gaps in student knowledge in their freshmen semesters. These assessments will also coincide with the General Studies requirement as these two courses fulfill the Life Sciences requirement.

We will assess student knowledge of physics in anatomy classes for Biology majors (BIO 302, BIO 303) and contrast the grades of students who have or have not taken PHYS 101/110, before we recommend that Biology majors take PHYS 101/110 prior to/concurrently with anatomy courses.

BIO 303 students have been provided a rubric for grading of reports, and are encouraged to submit a “trial” paper (which will be read by their instructor but not graded for points) to practice their scientific writing skills for AY2014-2015.

For BIO 308/BIO 321, the class has been revised for AY2014-2015 to focus more on proper scientific writing methods in order to improve overall assessment scores.

BIO 401 students have shown a significant improvement in their understanding and application of scientific data after the minimum number of cited scientific literature in their proposal was raised, and they had to brief the instructor on their proposal in the middle of the semester.

Responses to the BIO 480 survey indicated overall that graduating students are satisfied or very satisfied with the Biology Program at WLU. The survey is not only an indirect measure of student program satisfaction, but also a measure of their perception accomplishment at WLU with respect to the objectives of the expanded SLOs.

Revisions of BIO 480, BIO 460, and BIO 317 based on assessment of critical thinking and analysis skills were implemented in spring of 2013, fall of 2014, and spring of 2015, respectively. Reasoning is discussed in previous section.


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Our basic assessment instruments, such as the writing and oral communications rubrics, results of our assessment tests and the senior survey are available, should the review team like to view them.

7. Previous Reviews

The most recent program review was held in 2010 and passed without recommendations. We were awarded a “Program of Excellence” by the HEPC under that review. We continue to follow the assessment plans for the expanded SLOs of the Biology program, update other faculty on assessment results, and implement changes for program improvement. In the previous review, the reviewers recommended a more rigorous testing of critical thinking for students in BIO 480 (Capstone). We have addressed this by improving the grading rubric to enhance the critical thinking level of students. The new format for the paper (critical literature review) will also contribute to this purpose.

We had a Mid-Cycle Assessment Review in February 2013, conducted internally within WLU (by faculty in several departments). The committee awarded our Mid-Cycle Assessment Review an “Exemplary” remark but noted our use of past tense in the assessment cycle was worrisome. The review team also felt the simplified SLOs in the first section of the assessment report were sometimes vague; the team preferred the SLOs as built out in the Appendix documentation. To address these issues, we have tried to remove the past tense were appropriate. Writing in past tense, passive voice is standard to many science reports and is a habit ingrained in our faculty. The tense in no way reflects that we have finished our assessments after the initial cycles. The assessments are continually collected, analyzed and interpreted to allow for curricular and content/skills change as indicated. Lastly, we have chosen to keep the expanded SLOs as an Appendix document. The document in question not only expands the SLOs (for example, core content competency is divided between freshman-level knowledge and upper-level knowledge), but also provides the types of assessments and timeline for the assessments. Therefore, we feel the document provides more information than is indicated for the initial section of this report and is better served in the Appendix where the reader may access the extended information should they wish.


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D.E.A.P. Major Curriculum Map

Required Biology Courses Restricted Biology Electives

Program Goals/ Student Learning Objectives

124 125 202 203 302 303 317 325 328 334 401 460 461 479 480 330 343 407 426 462 465

Comprehensive knowledge base specific to course of study

A Freshman students will demonstrate competency in key themes

K 1

K 2

K 2

B Upperclassman will demonstrate competency in core concepts

KA KA 2

KAS 2

KA 1,2

KA KA 2

KAS

1,2, 3

KAS

1,2

AS 3

S AS 1,2, 3

KA KA KA KAS 2

KAS

2,3

KAS 2

Developed critical thinking and communication skills

A Demonstrate proficiency in critical thinking skills

KA 2

KA 2

KA 2

KA KA 2

AS 2

AS 2

A A 2

AS 2,3

AS 2

AS 3

S S 2,3

A A A AS 2

AS 2,3

AS 2

B Orally present biological ideas A 3

A 3

AS 3

S S 3

AS 3

C Present in written format biological ideas

KA 2

KA 2

KA 2

KA 2

AS 2

AS 2

A 2

AS 2

AS 2

KAS 3

S S 2

A AS 2

AS 2

AS 2


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Acquired basic laboratory and/or field biology skills required within course of study

124 125 202 203 302 303 317 325 328 334 401 460 461 479 480 330 343 407 426 462 465

A Demonstrate proficiency in laboratory techniques

K K KAS 2

AS 3

S S 2,3

A KA 2

B Demonstrate proficiency in laboratory writing skills

K 2

KA 2

KAS 2

AS 2

KAS 3

S S 2,3

AS 2

Ability to evaluate and discuss scientific literature and relate scientific advances to contemporary issues

A Demonstrate competence in the cohesive attributes of the sciences

K 2

AS 2

AS 2,3

AS 2

S AS 2,3

A A AS 2

AS 2,3

AS 2

B Evaluate, discuss and present primary literature

KAS 2

AS 2

AS 2

A 3

S S 2,3

K A AS 2

AS 2,3

AS 2

C Relate science and scientific advancement to the human condition

K K 2

K 2

A 2

S 2

AS 2

AS 2,3

AS 2

S 3

S S 2,3

A A AS 2

AS 2,3

AS 2

D Employ information-gathering tools

K 2

K 2

A 2

S 2

AS 2,3

AS 2

KAS 3

S S 2,3

A A A 2

AS 2,3

AS 2

Key Knowledge: Recall or locate information Comprehension: Understand learned facts Application: Apply what has been learned to new situations Analysis: “Take apart” information to examine different parts Synthesis: Create or invent something; bring together more than one idea Evaluation: Consider evidence to support conclusions Assessment Measures: 1: Pre/post-test assessment 2: Paper assessment


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3: Oral presentation assessment

Ecology, Evolution, and Organismal Biology Major Curriculum Map, Part A

Required Biology Courses

Program Goals/ Student Learning Objectives 124 125 200 202 203 221 325 343 401 404 405 426 428 440 479 480


Freshman students will demonstrate competency in key themes

K 1

K 1

K 2

K 2

Upperclassmen will demonstrate competency in core concepts

KAS 2

KA 1,2

KA KAS 1,2,

3

KS 2

S 2

KAS 2

S S AS 1,2,

3


Demonstrate proficiency in critical thinking skills

KA 2

KA 2

KA 2

KAS 2

AS 2

A AS 2,3

A 2

S 2

AS 2

S S S 2,3

Orally present biological ideas AS 3

S S 3

Present in written format biological ideas KA 2

KA 2

KA 2

KAS 2

AS 2

AS 2

A 2

S 2

AS 2

S S S 2


Demonstrate proficiency in laboratory techniques

K K K

KAS 2

KAS 2

A S 2

KA 2

S S S 2,3


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Demonstrate proficiency in laboratory writing skills

K 2

KAS 2

KAS 2

S 2

AS 2

S S S 2,3


Demonstrate competence in the cohesive attributes of the sciences

K 2

AS 2,3

S 2

S 2

AS 2

S S AS 2,3

Evaluate, discuss and present primary literature AS 2

S 2

S AS 2

S S S 2,3

Relate science and scientific advancement to the human condition

K K 2

K 2

S 2

AS 2,3

A 2

S 2

AS 2

S S S 2,3

Employ information-gathering tools K 2

K 2

KA 2

S 2

AS 2,3

S 2

S 2

A 2

S S S 2,3

Key Knowledge: Recall or locate information Comprehension: Understand learned facts Application: Apply what has been learned to new situations Analysis: “Take apart” information to examine different parts Synthesis: Create or invent something; bring together more than one idea Evaluation: Consider evidence to support conclusions Assessment Measures: 1: Pre/post-test assessment 2: Paper assessment 3: Oral presentation assessment


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Ecology, Evolution, and Organismal Biology Major Curriculum Map, Part B

Systematics Block, must take 1 class Field/Lab Science Block, must take 1 class

Program Goals/ Student Learning Objectives 331 335 346 356 408 225 329 406 478


Freshman students will demonstrate competency in key themes

Upperclassmen will demonstrate competency in core concepts KA KA 3

KA KS KAS


Demonstrate proficiency in critical thinking skills A A 3

A A AS

Orally present biological ideas AS 3

Present in written format biological ideas A A


Demonstrate proficiency in laboratory techniques KA


Program Review


Systematics Block, must take 1 class

Field/Lab Science Block, must take 1 class

Program Goals/ Student Learning Objectives 331 335 346 356 408 225 329 406 478

Demonstrate proficiency in laboratory writing skills KA


Demonstrate competence in the cohesive attributes of the sciences AS 3

A S AS

Evaluate, discuss and present primary literature A AS 3

S AS

Relate science and scientific advancement to the human condition AS 3

A A AS

Employ information-gathering tools A AS 3

S AS



Program Review


Environmental Stewardship and Education Major Curriculum Map


Common Core for ESE Majors

Program Goals/ Student Learning Objectives 124 125 200 202 203 224 225 235 404 405 406 440 479


A Freshman students will demonstrate competency in key themes K 1

K 1

K 2

K 2

B Upperclassmen will demonstrate competency in core concepts KA KS 2

S 2

KS S S


A Demonstrate proficiency in critical thinking skills KA 2

KA 2

KA 2

A A 2

S 2

A S S

B Orally present biological ideas S

C Present in written format biological ideas KA 2

KA 2

KA 2

A 2

S 2

A S S



Program Review



Common Core for ESE Majors

Program Goals/ Student Learning Objectives 124 125 200 202 203 224 225 235 404 405 406 440 479

A Demonstrate proficiency in laboratory techniques K K

K S 2

S S

B Demonstrate proficiency in laboratory writing skills K 2

S 2

S S



K 2

A S 2

S 2

S S S

B Evaluate, discuss and present primary literature S 2

S S S S

C Relate science and scientific advancement to the human condition K K 2

K 2

A A 2

S 2

A S S

D Employ information-gathering tools K 2

K 2

S 2

S 2

S S S


Program Review


General Biology Major Curriculum Map


Common Core for EEOB, GB, Micro, & Pre-Prof Biology Majors

(302/302 or 426)




K 1

K 1

K 2

K 2

B Upperclassmen will demonstrate competency in core concepts

KAS 2

KA KA 2

KAS 2

KA 1,2

KAS 1,2,

3

KS 2

S 2

KAS 1,2

AS 3

AS 1,2,

3


A Demonstrate proficiency in critical thinking skills KA 2

KA 2

KA 2

KAS 2

KA KA 2

AS 2

AS 2

AS 2,3

A 2

S 2

AS 2

AS 3

S 2,3


AS 3

S 3


KA 2

KA 2

KAS 2

KA 2

AS 2

AS 2

AS 2

A 2

S 2

AS 2

KAS 3

S 2



Program Review



Common Core for EEOB, GB, Micro, & Pre-Prof Biology Majors

(302/302 or 426)


A Demonstrate proficiency in laboratory techniques K K K

KAS 2

KA 2

KAS 2

S 2

AS 3

S 2,3

B Demonstrate proficiency in laboratory writing skills K 2

KAS 2

KA 2

AS 2

KAS 2

S 2

KAS 3

S 2,3



K 2

AS 2

AS 2,3

S 2

S 2

AS 2

AS 2,3

B Evaluate, discuss and present primary literature AS 2

AS 2

S 2

S AS 2

A 3

S 2,3


K K 2

K 2

AS 2

S 2

AS 2,3

A 2

S 2

AS 2

S 3

S 2,3


K 2

KA 2

A 2

S 2

AS 2,3

S 2

S 2

AS 2

KAS 3

S 2,3


Program Review


Microbiology Major Curriculum Map

Common Core for EEOB, Micro, GB, Pre-Prof Biology Majors

Restricted Electives Req Restricted Electives

Req Req Restricted Electives Req


124 125 200 202 203 221 220 306 317 321 325 329 356 421 460 461 462 465 472 479 480



K 1

K 1

K 2

K 2

B Upperclassmen will demonstrate competency in core concepts

KAS 2

KA KAS 2

S KA 1,2

KA 3

KAS 2

KAS 1,2

AS 3

KAS 2,3

KAS 2

KAS 1,2,

3

S AS 1,2,

3



KA 2

KA 2

KA 2

KAS 2

K AS 2

AS 2

A 3

AS 2

AS 2

AS 3

AS 2,3

AS 2

AS 2,3

S S 2,3

B Orally present biological ideas

X A 3

A 3

AS 3

AS 3

AS 3

S S 3


KA 2

KA 2

KA 2

KAS 2

K AS 2

AS 2

AS 2

AS 2

KAS 3

AS 2

AS 2

AS 2

S S 2



K K K

KAS 2

K KA S KAS 2

AS 3

S S 2,3


K 2

KAS 2

K A A KAS 2

KAS 3

S S 2,3


Program Review


Common Core for EEOB, Micro, GB, Pre-Prof Biology Majors

Restricted Electives Req Restricted Electives

Req Req Restricted Electives Req


124 125 200 202 203 221 220 306 317 321 325 329 356 421 460 461 462 465 472 479 480



K 2

AS 2

AS 3

AS 2

AS 2

AS 2,3

AS 2

A 2,3

S AS 2,3


KA KAS 2

AS 3

AS 2

AS 2

A 3

AS 2,3

AS 2

A 2,3

S S 2,3


K K 2

K 2

K A 2

S 2

AS 3

AS 2

AS 2

S 3

AS 2,3

AS 2

AS 2,3

S S 2,3


K 2

K 2

KA 2

KA A 2

KA S 2

AS 3

AS 2

AS 2

KAS 3

AS 2,3

AS 2

AS 2,3

S S 2,3



Program Review


Pre-Medicine Major Curriculum Map, Part A


Program Goals/ Student Learning Objectives 124 125 202 203 221 302 303 317 325 328 334 401 460 461 472 479 480



K 1

K 2

K 2


KAS 2

KA KA 2

KAS 2

KA 1,2

KA KA 2

KAS 1,2,

3

KAS 1,2

AS 3

KAS 1,2, 3

S AS 1,2,

3



KA 2

KA 2

KA 2

AS 2

KA KA 2

AS 2

AS 2

A A 2

AS 2,3

AS 2

AS 3

AS 2,3

S S 2,3


A 3

AS 3

AS 3

S S 3


KA 2

KA 2

AS 2

KA 2

AS 2

AS 2

A 2

AS 2

AS 2

KAS 3

AS 2

S S 2



K K KAS 2

AS 3

S S 2,3


Program Review



K 2

KA 2

KAS 2

AS 2

KAS 3

S S 2,3



K 2

AS 2

AS 2,3

AS 2

A 2,3

S AS 2,3


KAS 2

AS 2

AS 2

A 3

A 2,3

S S 2,3


K K 2

K 2

A 2

S 2

AS 2

AS 2,3

AS 2

S 3

AS 2,3

S S 2,3


K 2

KA 2

A 2

S 2

AS 2,3

AS 2

KAS 3

AS 2,3

S S 2,3



Program Review


Pre-Medicine Major Curriculum Map, Part B

Restricted Biology Electives

Program Goals/ Student Learning Objectives 200 330 338 350 407 423 426 432 462 465


A Freshman students will demonstrate competency in key themes K 1

B Upperclassman will demonstrate competency in core concepts KA KA KA KA KA KAS 2

KA KAS 2,3

KAS 2


A Demonstrate proficiency in critical thinking skills A A AS 2

AS 2,3

AS 2

B Orally present biological ideas AS 3

C Present in written format biological ideas A AS 2

AS 2

AS 2


A Demonstrate proficiency in laboratory techniques K KA 2

200 330 338 350 407 423 426 432 462 465


Program Review


B Demonstrate proficiency in laboratory writing skills AS 2


A Demonstrate competence in the cohesive attributes of the sciences A A A A AS 2

A AS 2,3

AS 2

B Evaluate, discuss and present primary literature K A AS 2

AS 2,3

AS 2

C Relate science and scientific advancement to the human condition A A A A A AS 2

A AS 2,3

AS 2

D Employ information-gathering tools A A A 2

AS 2,3

AS 2


Program Review


Pre-Professional Major Curriculum Map


Common Core for EEOB, GB, Micro, & Pro-Prof Biology Majors

Either 302/303 or 426

Both or 472

Or 404

&405


124 125 200 202 203 221 302 303 426 325 401 404 405 460 461 472 479 480



K 1

K 1

K 2

K 2


KAS 2

KA KA 2

KAS 2

KA 1,2

KAS 1,2 3

KS 2

S 2

KAS 1,2

AS 3

KAS 1,2, 3

S AS 1,2,

3



KA 2

KA 2

KA 2

KAS 2

KA KA 2

AS 2

AS 2

AS 2,3

A 2

S 2

AS 2

AS 3

AS 2,3

S S 2,3

B Orally present biological ideas

A 3

AS 3

AS 3

S S 3


KA 2

KA 2

KA 2

KAS 2

KA 2

AS 2

AS 2

AS 2

A 2

S 2

AS 2

KAS 3

AS 2

S S 2


124 125 200 202 203 221 302 303 426 325 401 404 405 460 461 472 479 480


Program Review



K

K K

KAS 2

KA 2

KAS 2

S 2

KAS 3

S S 2,3


K 2

KAS 2

KA 2

AS 2

KAS 2

S 2

KAS 3

S S 2,3



K 2

AS 2

AS 2,3

S 2

S 2

AS 2

A 2,3

S AS 2,3


AS 2

AS 2

S 2

S AS 2

A 3

A 2,3

S S 2,3


K K 2

K 2

AS 2

S 2

AS 2,3

A 2

S 2

AS 2

S 3

AS 2,3

S S 2,3


K 2

K 2

KA 2

A 2

S 2

AS 2,3

S 2

S 2

AS 2

KAS 3

AS 2,3

S S 2,3


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