ATTACHMENT B ASSESSMENT RECORD FOR ACADEMIC DEPARTMENT __________________________

1. ATTACHMENT B ASSESSMENT RECORD FOR ACADEMIC DEPARTMENT __________________________ (Academic Department Name) 1 Biological Sciences _________________________ _________________________ (Assessment Period Covered) (Date Submitted) Fall 2000 – Fall 2002 Semesters January 22, 2003 Department/Program Mission Statement: “The Department of Biological Sciences strives to provide students with the fundamental understanding of the principles and methods of the life sciences within the context of a sound liberal arts education. Emphasis is on the development of the student’s ability to analyze problems, apply scientific method, communicate biological information, and interpret current advances in research.” Includes Assessment Reports for those instructional programs listed below: Title of Instructional Program Degree Level (Bachelors, Masters, etc.) ______________________________________ _____________________ Biological Sciences Bachelors Majors: Liberal Arts Biology Cellular Biochemistry Cytotechnology Medical Technology Biology Secondary Education Form A

2. ASSESSMENT REPORT FOR Biological Sciences (all majors) Bachelors _______________________________ _____________________ (Instructional Program) (Degree Level) 2 Fall 2000 – Fall 2002 Semesters January 22, 2003 _______________________________ _____________________ (Period Covered) (Date Submitted) Note: Please complete one Form B for each program listed on Form A. Expanded Statement of Institutional Purpose Linkage PSU Mission Statement Reference: The Department of Biological Sciences contributes to undergraduate development of a strong foundation in the liberal arts, and a commitment to academic excellence, ethical values, lifelong learning, and responsible citizenship. The Department also takes advantage of the natural surroundings, Lake Champlain and the Adirondack Mountains, in biology courses and community service. Division Mission Statement Reference: The Department of Biological Sciences contributes to the liberal arts curriculum in which students learn to think critically and communicate effectively. Students master a specific discipline in a supportive and encouraging learning environment in the classroom and in field/laboratory research and internship opportunities. PSU College-wide Student Outcomes Supported: 1. Have mastered the core knowledge, skills and perspectives of their major field of study and therefore be prepared to hold a professional position, or pursue graduate studies, and continue to grow intellectually, professionally, and personally. 2. Communicate effectively in written and oral expression. 3. Think analytically and critically and reason logically. 4. Access, evaluate, and use information and technology effectively and efficiently. 5. Understand the process and impact of mathematics, science, and technology on society. 6. Be able to work independently and cooperatively. Intended Student Outcomes for this Program: Students should know and understand: 1.Fundamental principles of biology at the molecular and cellular level, including the interrelation between cellular organization, function, reproduction and regulation of the cellular system. 2. Fundamental processes of living organisms and major concepts in genetics and evolution. 3. Ecological systems and the interrelationships with the environment. Form B

3. ASSESSMENT REPORT FOR Biological Sciences (all majors) Bachelors _______________________________ _____________________ (Instructional Program) (Degree Level) 3 Fall 2000 – Fall 2002 Semesters January 22, 2003 _______________________________ _____________________ (Period Covered) (Date Submitted) Note: Please complete one Form C for each intended student outcome listed on Form B. The intended student outcome should be restated in the space below and the outcome number entered in the blank spaces. Intended Student Outcome: __. Students completing this program should know and understand fundamental principles of biology at the molecular and cellular level, including the interrelation between cellular organization, function, reproduction and regulation of the cellular system. First Means of Evaluation for Outcome Identified Above __.a Method of Evaluation and Criteria for Success: Students are given a question to assess their knowledge and understanding of biology. A score of: “6” indicates that they know and fully understand the subject. “5” indicates that they meet the intended outcome. “4” indicates that they are approaching the minimum intended outcome. __.aSummary of Evidence Collected: Freshmen in biology courses = 3.5 (n =121) Students in 100 level courses = 3.6 (n=170) p < 0.01 p < 0.01 Seniors in biology courses = 4.2 (n=93) Students in 300/400 level courses = 4.2 (n=198) __.a.Use of Results to Improve Instructional Program: Students completing this program demonstrate knowledge, but not understanding because they cannot adequately integrate and extrapolate from what they know. Greater effort will be made in the core curricula of the Biological Sciences to require students to integrate and extrapolate information they have been taught. Second Means of Evaluation for Outcome Identified Above: __.b Method of Evaluation and Criteria for Success: Proposal: “xx”% of students completing this program should successfully complete “Extraordinary Activity” that requires an application of knowledge at the molecular/cell level. __.b Summary of Evidence Collected: See Attachment “A” of Department Annual Report __.b Use of Results to Improve Instructional Program: “XX”% or more of students fulfill the criteria. Form C

4. 4 Department of Biological Sciences Assessment of Student Knowledge and Understanding of Biology by Exam/Quiz Questions ·Each semester a new question is approved by the Department of Biological Sciences for use in in the first exam/quiz of the semester. ·        The question is given in lower – upper level Biology courses. ·        The unscored student responses to the question are photocopied. ·        The photocopied student responses from all courses are shuffled together and graded by a committee of faculty members. ·        The response scores are analyzed by student class level and Biology course level for Biological Sciences Majors, Other Science Majors, and Non-Science Majors ·        Cumulative semester response scores are also analyzed.

5. 5 Beginning in the Fall 2000 semester, biology course syllabi have included the following information: Assessment of Student Learning: Analytical skill development and understanding of fundamental biological principles The faculty of the Department of Biological Sciences are committed to providing students with a first-rate educational experience as articulated in the Departmental Mission Statement: “The Department of Biological Sciences strives to provide students with the fundamental understanding of the principles and methods of the life sciences within the context of a sound liberal arts education. Emphasis is on the development of the student’s ability to analyze problems, apply scientific method, communicate biological information, and interpret current advances in research.” Student progress toward attaining the goals set forth in the Departmental Mission Statement will be assessed in part by an exam or quiz question that has been selected for this purpose by the faculty of the Department of Biological Sciences.

6. 6 • The Assessment Grading Committee uses the following grading scheme: • Grading Scheme for Marking Continuing Assessment Questions • 0 No attempt made to answer question • 1 Failed attempt. Attempt made, but no relevant information provided. • 2 Fundamentally inadequate answer. Some relevant facts/components provided, • but no meaningful integration of material or extrapolation from facts. • 3 All relevant facts/components provided OR few or incomplete facts/components • provided, but no meaningful integration of material or extrapolation from facts. • 4 All relevant facts/components provided, but incomplete integration/extrapolation • OR some relevant facts missing, but adequate integration/extrapolation from facts. • 5 Complete facts provided/components provided. Adequate integration/extrapolation • from facts OR some facts missing, but complete integration/extrapolation from facts. • 6 All relevant facts present. Thorough integration/extrapolation from facts.

7. 7 Name:___________________________________ BIO102 EXAM I FALL 2002 Part A. (10 points): As articulated in the course syllabus, student progress toward attaining the goals set forth in the Biology Department’s Mission Statement will be assessed, in part, by examination or quiz. The following questions assess your knowledge of biology introduced and reviewed during elementary/secondary and post-secondary education in biology. 1.a. What did Watson and Crick discover and what is the primary significance of the discovery?  b. Genetic information in a DNA molecule is coded in the sequence of ________________________. c. Guanine (G) makes up 40% of the nucleotides in a sample of DNA from an organism. What percentage of the nucleotides in this sample will be thymine (T)?______________ d. A particular sequence of nucleotides in the coding sequence of DNA is ATTCGGT. The corresponding sequence for the transcribed mRNA is:________________________ e. A particular protein is 600 amino acids long. How many nucleotides comprise the sequence of single stranded nucleic acid that codes for the amino acids in this protein?____________ f. Why is the genetic code considered to be “universal”?

8. ASSESSMENT REPORT FOR Biological Sciences (all majors) Bachelors _______________________________ _____________________ (Instructional Program) (Degree Level) 3 Fall 2000 – Fall 2002 Semesters January 22, 2003 _______________________________ _____________________ (Period Covered) (Date Submitted) Note: Please complete one Form C for each intended student outcome listed on Form B. The intended student outcome should be restated in the space below and the outcome number entered in the blank spaces. Intended Student Outcome: __. Students completing this program should know and understand fundamental principles of biology at the molecular and cellular level, including the interrelation between cellular organization, function, reproduction and regulation of the cellular system. First Means of Evaluation for Outcome Identified Above __.a Method of Evaluation and Criteria for Success: Students are given a question to assess their knowledge and understanding of biology. A score of: “6” indicates that they know and fully understand the subject. “5” indicates that they meet the intended outcome. “4” indicates that they are approaching the minimum intended outcome. __.aSummary of Evidence Collected: Freshman in biology courses = 3.5 (n =121) Students in 100 level courses = 3.6 (n=170) p < 0.01 p < 0.01 Seniors in biology courses = 4.2 (n=93) Students in 300/400 level courses = 4.2 (n=198) __.a.Use of Results to Improve Instructional Program: Students completing this program demonstrate knowledge, but not understanding because they cannot adequately integrate and extrapolate from what they know. Greater effort will be made in the core curricula of the Biological Sciences to require students to integrate and extrapolate information they have been taught. Second Means of Evaluation for Outcome Identified Above: __.b Method of Evaluation and Criteria for Success: Proposal: “xx”% of students completing this program should successfully complete “Extraordinary Activity” that requires an application of knowledge at the molecular/cell level. __.b Summary of Evidence Collected: See Attachment “A” of Department Annual Report __.b Use of Results to Improve Instructional Program: “XX”% or more of students fulfill the criteria. Form C

9. 8 Other Assessment Outcomes to Date: ·Increased faculty discussion of student progress (or lack thereof) and identification of areas for program revision. ·Two recent (2000-2001) initiatives that have been incorporated into the Department of Biological Sciences curricula are: Writing Standards       Supplemental Readings This presentation was prepared by Janice Marchut Conrad and Dan Vogt. If you have questions about the method of program assessment used by Department of Biological Sciences, please contact Janice or Dan.