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Academic Program: Assessment Plan Template Unit/Department: Biology- Division: Arts & Science 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 Use of assessment results What actions or modification have been or will be made based on this 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.
Academic Program: Assessment Plan Template Unit/Department: Biology- Division: Arts & Science Goal 3 Objectives SLO’s (student learning outcomes) Assessment Methods Assessment Process 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. Students graduating with the Bachelor of Science in Biology at USC Upstate will demonstrate: 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. Assessment of data for Student Learning Outcomes will be accomplished by the Biology assessment Committee. Assessment results Actual results and data collected (make sure to break down data by 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
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