Academic Program: Assessment Plan Template - University of South ...

Academic Program: Assessment Plan Template 

Unit/Department: Biology- Division: Arts & Science 

Component Description 

Program Mission 

Statement 

Statement should articulate the unit/ program 

mission in support of the institutional mission 

and include a clearly defined purpose 

appropriate to collegiate education. 

The mission of the USC Upstate biology program is to provide a biological sciences education in the 

framework of an undergraduate liberal arts curriculum. As a metropolitan institution, we furnish our 

students with the knowledge, technical skills, and expertise to contribute to society in the Upstate 

region of South Carolina and beyond. The biology curriculum prepares students by promoting an 

understanding of scientific methodologies, concepts, and applications, preparing students for 

successful careers in research, healthcare, and industry in a global environment. 

Goal 1. 

Objectives 

SLO’s 

(student learning 

outcomes) 

Assessment 

Methods 


Process 


results 

Describe broad learning outcomes and 

concepts (what you want students to learn) 

expressed in general terms (clear 

communication, problem-solving skills, etc) 

Goals should focus on discipline- specific 

outcomes relevant to the program. Programs 

should have 3 – 5 goal statements 

Describes the specific skills, values and 

attitudes students should be able to exhibit 

that reflect the broader goals. Objectives 

(student learning outcomes) transform the 

general program goals into specific student 

performance/behaviors that demonstrate 

student learning and skill development along 

these goals. 

Describes the measure(s) by which the 

department will know the students are 

meeting the departmental learning 

objectives. Includes both direct and 

indirect assessment. Each SLO should 

have at least one assessment method. 

Describes when the objectives (student 

learning outcomes) will be assessed 

(junior, senior, which course) and who 

will conduct the assessment. 

Actual results and data collected 

(make sure to break down data by 

subgroups 

Students graduating with the Bachelor of Science in Biology at USC Upstate will demonstrate: 

1. An understanding of the design and conduct of scientific experiments. 

1.1 The student will be able to apply the scientific method when testing hypotheses, designing and 

conducting experiments. 

1.1. Bio 350 -Scientific method assessment. From the last lab report, students will design and write 

appropriate hypotheses, methodology/experimental design, results, and conclusions about the 

hypotheses. 

1.1- Bio 599 Scientific Method- Assessed using a required oral presentation rubric. 

Scientific method will be introduced in Bio 101 and Bio 201. It will be assessed in Bio 350 

(Sophomore-Junior level) and Bio 599 (Seniors). The biology assessment committee, biology 

faculty, will assess the instruments. 

Assessment of data for Student Learning Outcomes will be accomplished by the Biology assessment 

Committee. 

Bio 350 - Sixty-three students completed the SBIO 350 laboratory reports in 2007-2008. Of those, 

44 were acceptable receiving at least a C a 67.7% pass rate. Random samples of laboratory reports 

were evaluated by members of the biology assessment committee using an assessment rubric (25% 

of reports were sampled, n=16). Results for scientific methodology understanding are indicated in 

the following table:



Sci Format 

Criteria 

Mean Score (0-3) % Acceptable 

ORGANIZATION 2.69 90% 

MECHANICS 2.31 77% 

REFERENCE 2.56 85% 

SCIENTIFIC 

METHOD 

2.56 85% 

STATISTICS USE 2.50 83% 

Analysis of laboratory reports indicated that majority of students demonstrated the ability to 

understand and apply the scientific method appropriately (85% successful). 

Bio 599-research paper evaluation found that 83% of the papers reviewed used the scientific method 

appropriately. The rubric from the oral presentation lacks a portion where this evaluation could be 

made 

Use of 

assessment 

results 

What actions or modification have 

been or will be made based on this 

assessment 

BIO 350 – Based on assessment results, no course changes are anticipated at this time. 

Bio 599 - modify the oral rubric so that evaluation of this phase of the course can be effectively 

evaluated 

Goal 2. 

Objectives 

SLO’s 


outcomes) 















these goals. 


2. An understanding of important concepts and methods in the biological sciences. 

. 

2.1 The student will be able to describe the structure and function of cellular components. 

2.2 The student will be able to discuss and give examples of macro and micro evolution. 

2.3 The student will be able to explain and recognize interrelationships and dependencies between 

abiotic and biotic components of ecosystems



2.1 Bio 202- Structural and cellular components: Exam questions will assess students’ knowledge of 

these concepts. They will appear on a regular in-class test and their scores will be compared to 

a pre-test given at the beginning of the semester which tests their knowledge of the basic 

concepts covered in BIO 101 and 102 that relate to BIO 202. 


Methods 


Process 


results 





indirect assessment. 

Each SLO should have at least one 

assessment method. 







subgroups 

2.2 Bio 201-Macroevolution assessment methods: 

1. A set of Lecture exam questions will assess the student learning outcome. 

Bio 201 - Microevolution assessment methods: 

1. A set of Lecture exam questions on this topic will assess this SLO 

2.3 Bio 201 will be assessed using 

1. a set of Lecture exam questions 

2.1 – 2.3 Bio 599 The standardized national Major Field Assessment Test (MFAT) will be used to 

assess the SLO content/concept knowledge for biology seniors. Results will be used to adjust 

course and curricular content offerings as required. 

2.1 Structural and cellular components will be introduced in Bio 101 and assessed in Bio 202. 

2.2 Macro and micro evolution will be assessed in Bio 201. 

2.3 The interrelationships and dependencies between abiotic and biotic components of ecosystems 

will be assessed in Bio 201. 

2.4 The students will be compared to the National Average using the MFAT. 75% of the seniors 

should be at or above the National Average on the four sections of the exam. 


Committee. 

Cell Biology 

Organismal Biology 

Molecular and Genetics 

Ecology 

Overall 

Fall 2007 N=15 Spring 2008 N=30 

33% lower than 1 std dev unit from 30% lower than 1 std dev unit from 

the National mean 





20% lower than 1 std dev unit from 0% lower than 1 std dev unit from the 


National mean 




13% lower than 1 std dev unit from 7% lower than 1 std dev unit from the 


National mean 

13 % scored higher than National 6% scored higher than the National 

means plus 1 Std. Deviation unit mean plus 1 Std. Deviation unit 

87 % were within in the National 93% scored within the National mean 

mean or higher 

or higher



2.4 MFAT is divided into 4 sections cell biology, molecular and Genetics, organism biology, and 

Ecology and evolution. This table shows the results of 2 different semesters results Fall 2007 and 

Spring 2008. In each category USC Upstate Biology Senior were compared with the National Mean 

=/- the National Standard Deviation (Std. Dev.) 

2.2/2.3 Results from Biology 201 assessment of Macro evolution and understanding biotic and 

abiotic components of ecosystems (see Table 1). 

Table 1. Evaluation of student understanding of macroevolution (Objective 2.2 for Biology). 

Assessment Method: Number of students evaluated: Average score: 

Fall 2006: 

Lecture Exam 44 70% 

Lab Quiz 27 81% 

Fall 2007: 



Spring 2008: 



Total for all semesters: 



Table 2. Evaluation of student understanding of microevolution (Objective 2.2 for Biology). 


Fall 2006: 



Fall 2007: 



Spring 2008: 






Table 3. Evaluation of student understanding of abiotic and biotic influences on ecosysytems (Objective 2.5 for



Biology). 


Fall 2006: 



Lab Project 45 75% 

Fall 2007: 




Spring 2008: 








2.12.1 Results from evaluation of SLO from Biology 201 

1) Prokaryotic and eukaryotic cells generally have which of the following features in common? 

A) a membrane-bounded nucleus 

B) a cell wall made of cellulose 

Average on pre-test Average on post-test 

C) ribosomes 

D) flagella or cilia that contain microtubules 

E) linear chromosomes made of DNA and protein 

52 82 

2) All of the following are part of a prokaryotic cell except 

A) DNA. 

B) a cell wall. 


C) a plasma membrane. 

D) ribosomes. 

E) an endoplasmic reticulu 

43 71 

3) Which of the following types of molecules are the major structural components of the cell 

membrane? 

A) phospholipids and cellulose 


B) nucleic acids and proteins 

66 86 

C) phospholipids and proteins 

D) proteins and cellulose 

E) glycoproteins and cholesterol 

Refer to the following five terms to answer the questions 4-8. Choose the most appropriate term for 

each phrase. Each term may be used once, more than once, or not at all.



A. lysosome D. Golgi apparatus 

B. ribosome E. smooth endoplasmic reticulum 

C. mitochondrion 

4) modifies proteins that will be secreted from 

the cell 

5) contains hydrolytic enzymes 

Average on pre-test 

Average on post-test 

Q4) 45 82 

Q5) 59 86 

6) the site of protein translation 

7) one of the main energy transformers of cells 

8) site of lipid synthesis and drug detoxification 

Q6) 48 77 

Q7) 80 93 

Q8) 46 84 


assessment 

results 



assessment 

Overall Assessment: 

Class average on pretest 

post-test 

Class average on 

55 83 

SLO 2.1: The results for SLO 2.1 indicate that students in BIO 202 Spring 2008 scored above 70% 

on all eight questions. The average score for these questions was 83%, while on the pre-test, the 

average was 55%. 

2.1 (BIO 202) - The structural and cellular components were introduced in BIO 101 which is 

generally taken during a biology major’s first semester. These concepts are then assessed in BIO 

202, usually taken during the major’s fourth semester. Scores from the pre-test indicate that 

retention of these concepts is generally low coming out of BIO 101. Improvement of retention after 

having the material covered again in BIO 202 is evident from the increase in scores. However, since 

these questions are given on the first in-class test, where much of the lectures leading up to it have 

emphasized these concepts, a more accurate assessment of retention of this information may be to 

include these questions on the comprehensive final exam given two months later. Therefore, in 

future offerings of this course, the questions will appear on the final exam rather than the first test. 

2.4 (BIO 599) MFAT - determine if those individuals who did poorly on a section had the necessary 

course work to pass that section. This comparison could be done by checking their academic 

record. This should correct itself with the requirement for Biology 201 and 202 required of all 

biology majors who graduate from USC Upstate. In general students performed better than we 

anticipated. This exam was recently changed, making comparison with historical USC Upstate 

Biology student performance problematic.



Goal 3 

Objectives 

SLO’s 


outcomes) 


Methods 


Process 















these goals. 





indirect assessment. 

Each SLO should have at least one 

assessment method. 






3. Knowledge of and skill utilizing appropriate laboratory techniques in the biological sciences. 

3.1 The student will demonstrate certain laboratory techniques (such as light microscopy, gel 

electrophoresis, population sampling, aseptic techniques, micro and macro pipetting). 

3.1 Bio 350 - Laboratory Techniques Assessment: Laboratory technique pertinent to genetics 

experimentation will be graded. Lab book will also be assessed. 

3.1 Laboratory techniques will be introduced in Bio 101, Bio 102, and Bio 201. They will be 

assessed in Bio 350. 


Committee. 


results 



subgroups 

3.1 Students ability to pour gels, load samples into gels, conduct protein electrophoresis, conduct 

DNA digestion and electrophoresis, and aseptic technique (using bacteria) was evaluated 

during their performance of each laboratory activity. Between 62 and 69 students were 

evaluated in 2007-08 (numbers varied based on attendance in each lab), and 100% of the 

students showed appropriate technique in all but DNA digestion and electrophoresis. For that 

technique, 78.5% showed appropriate technique (51 of 65). The only extensive microscopy 

work is with dissecting microscopes. All students successfully used the dissecting microscope




assessment 

results 



assessment 

3.1 At this time, given the assessment results, no program/course modifications are anticipated.



Goal 4 

Describe broad learning outcomes and concepts (what you 

want students to learn) expressed in general terms (clear 

communication, problem-solving skills, etc) Goals should 

focus on discipline- specific outcomes relevant to the 

program. Programs should have 3 – 5 goal statements 

Students graduating with the Bachelor of Science in Biology at USC Upstate will 

demonstrate: 

1. An ability to critically analyze, evaluate and interpret scientific information. 

Objectives 

SLO’s 


outcomes) 


Methods 


results 

Describes the specific skills, values and attitudes students 

should be able to exhibit that reflect the broader goals. 

Objectives (student learning outcomes) transform the 


performance/behaviors that demonstrate student learning 

and skill development along these goals. 

Describes the measure(s) by which the department 

will know the students are meeting the departmental 

learning objectives. Includes both direct and indirect 

assessment. 

Each SLO should have at least one assessment 

method. 

Actual results and data collected (make sure to 

break down data by subgroups 

4.1 The student will be able to access, recognize, summarize and critically analyze primary 

literature. 

4.2 The student will be able to apply and interpret descriptive and inferential statistics 

4.1 Bio 599 - This SLO will be assessed using a required research paper and an oral 

presentation that will be evaluated by a rubric. 

4.2 Bio 350 – This SLO will be assessed using a required research paper and an oral 


4.1 – BIO 599 This was assessed using the research paper required in Biology 599. Using a 

rubric which evaluated the following items: organization, mechanics, reference utilization and 

scientific method a sub sample of the 45 paper (N=12) from fall 07 and spring 08 were 

evaluated. Each of the papers received an excellent (3 pts.), satisfactory (2 pts), or 

unsatisfactory (1 pt.) in each of the categories. In the use of the scientific method 82 % 

received a Satisfactory or better with 25% receiving an excellent. Seventeen percent (17%) 

received an unsatisfactory. This exceeds our 75% goal. 

4.1 - BIO 599 Seminar in Fall 2007 and spring 2008 had 45 students of these 96% received a 

satisfactory or better (70%) grade on their presentation with 58 % receiving greater than 

85% on their presentation. 38% receiving 70-85 % and only 4% receiving > 70% on their oral 

presentation. 

4.2 – BIO 350 Sixty-three students completed the SBIO 350 laboratory reports in 2007-2008. 

Of those, 44 were acceptable receiving at least a C a 67.7% pass rate. Random samples of 

laboratory reports were evaluated by members of the biology assessment committee using an 

assessment rubric (25% of reports were sampled, n=16). Results were:



Sci Format 

Criteria 





SCIENTIFIC 

METHOD 

2.56 85% 

STATISTICS 

USE 

2.50 83% 


utilize statistics effectively in their laboratory report (83% successful). 


assessment 

results 


Process 

What actions or modification have been or will be 

made based on this assessment 

Describes when the objectives (student learning 

outcomes) will be assessed (junior, senior, which 

course) and who will conduct the assessment. 

4.1. If the oral presentation is going to be used to evaluate this category we will need to 

redesign the oral presentation rubric. There was not standard rubric used in 2007-08 for 

assessing the oral presentations. Eighty-three percent of the written papers that were 

evaluated exceeded our target of 75% competency in understanding and analyzing scientific 

literature. 

A new oral presentation rubric will be designed and used across multiple course (Bio 599) 

sections. 

4.1 Accessing, recognizing, summarizing and critically analyzing primary literature will be 

introduced in Bio 201 and Bio 202. It will assess in Bio 599. 

4.2 Applying and interpreting descriptive and inferential statistics will be introduced in Bio 201 

and Bio 350. It will be assessed in Bio 350. 

Assessment of data for Student Learning Outcomes will be accomplished by the Biology 

assessment Committee. 

Goal 5 

Describe broad learning outcomes and concepts (what you 

want students to learn) expressed in general terms (clear 

communication, problem-solving skills, etc) Goals should 

focus on discipline- specific outcomes relevant to the 

program. Programs should have 3 – 5 goal statements 

Students graduating with the Bachelor of Science in Biology at USC Upstate will 

demonstrate: 

5.1 Effective communication skills. 

Objectives 

SLO’s 


outcomes) 

Describes the specific skills, values and attitudes students 

should be able to exhibit that reflect the broader goals. 

Objectives (student learning outcomes) transform the 


performance/behaviors that demonstrate student learning 

and skill development along these goals. 

5.1 The student will prepare oral and written reports in a standard scientific format.



5.1 Bio 350 - Written reports in scientific format: The last lab report, structure of paper and 

appropriate use of the different sections of paper will be evaluated. 


Methods 

Describes the measure(s) by which the department 

will know the students are meeting the departmental 

learning objectives. Includes both direct and indirect 

assessment. 

Each SLO should have at least one assessment 

method. 

5.1 Bio 599- This SLO will be assessed using a required research paper and an oral 


5.1 Bio 599- This SLO will be assessed using a required research paper and an oral 



Process 

Describes when the objectives (student learning 

outcomes) will be assessed (junior, senior, which 

course) and who will conduct the assessment. 

5.1 Written reports in standard scientific format will be introduced in Bio 102 and Bio 201. 

They will be assessed in Bio 350 and Bio 599. 

Assessment of data for Student Learning Outcomes will be accomplished by the Biology 

assessment Committee. 


results 



5.1 – (BIO 350) Sixty-three students completed the SBIO 350 laboratory reports in 2007-2008. 

Of those, 44 were acceptable receiving at least a C a 67.7% pass rate. Random samples of 

laboratory reports were evaluated by members of the biology assessment committee using an 

assessment rubric (25% of reports were sampled, n=16). Results were: 

Sci Format 

Criteria 





SCIENTIFIC 

METHOD 

2.56 85% 

STATISTICS USE 2.50 83% 


communicate effectively through their writing (70% successful). 

5.1 (Bio 599) Senior Seminar a random selection of papers from the fall 07 and spring 08 were 

evaluated using the attached rubric. From the 45 papers 10 were selected by removing the 

title sheet, turning them up side down, and then selecting every 5th paper until 10 were 

selected. These were evaluated by 2 faculty members, each received 5 papers. 

Categories Excellent (3 pts) Satisfactory (2 pts.) Unsatisfactory (1 pt.) 

Organization 17% 83% 0% 

Mechanics 8% 66% 25% 

Reference usage 17% 58% 25% 

Scientific Method 25% 58% 17% 

Overall 25% (>10 pts.) 42% (7-9) 33% (




assessment 

results 



There are several courses where students write papers and use the literature besides Bio 599 

the department will put more emphasis in those courses as well as more emphasis in senior 

seminar. Additionally, everyone who requires student papers will be encouraged to use a 

similar rubric. 

How will 

assessment 

results be 

used? 

Describes what will be done with the data that is 

collected and analyzed. (Close the assessment loop) 

The Biology Assessment Committee will review assessment data annually and a performance 

summary will be disseminated to all biology faculties. Initial acceptable performance will be 

70% of students demonstrating success in meeting SLO's established for the major. The 

biology assessment committee will recommend course and curricular changes to address 

shortcomings in meeting the biology SLO's or other assessment outcomes. The committee will 

meet with specific course coordinator(s) to discuss assessment results for biology SLO's 

assessing at less than a 70% level of student competency. If all assessment criteria for the 

major are met at the 70% level then, as part of a continuous quality improvement plan, the 

biology assessment committee will make recommendations for improving student performance 

on the SLO(s) with the lowest rate(s) of student success. Recommendations may include, but 

are not limited to: laboratory revision, textbook change, or additional required course offerings 

for the major. 


results 



SUMMARY: Overall, assessment results indicated acceptable performance in most areas and 

plans of action will be implemented to address all unsatisfactory areas. 


assessment 

results 



SUMMARY: The same assessment data was used to validate multiple SLO’s in biology. This 

indicated significant overlap in the SLO’s. The biology program assessment plan will be 

revised to reduce/consolidate the SLOs into three areas given the amount of overlap. This 

should facilitate a more concise analysis process and reduce the amount of “redundant” 

information scattered throughout the assessment report. Inconsistencies in grading 

instruments and rubrics will be addressed by the biology faculty, particularly in SBIO 599. 

Assessment analysis will begin earlier in the year to facilitate more timely completion of the 

assessment report in the future.

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