department of biological sciences school of science and technology
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Department of Biological Sciences School of Science and Technology. BS in Biology Education 131316 315. Explain the basic structures and fundamental processes of life at the molecular, cellular, and organismal levels. - PowerPoint PPT PresentationTRANSCRIPT
Department of Biological SciencesSchool of Science and Technology
BS in Biology Education131316
315
1Program Quality Improvement Report 2009-2010
Student Learning Outcomes
2Program Quality Improvement Report 2009-2010
1. Explain the basic structures and fundamental processes of life at the molecular, cellular, and organismal levels.
2. Describe the relationships between organisms and their environment and ecosystems.
3. Identify and describe the evolutionary processes involved in adaptation and biological diversity.
4. Effectively communicate data and scientific principles in written and oral form.
5. Teach these concepts effectively at the appropriate level.
Biology Education graduates will1. develop an understanding of biology from molecular
to the evolutionary/ecological levels. 2. demonstrate the ability to communicate that
understanding3. display the ability to teach that understanding through
various pedagogical approaches.
That ability will enable them to become productive educators and therefore valued members of society.
Biological Education Program Objectives
Cameron University provides a diverse and dynamic student body access to quality educational opportunities; fosters a student-centered academic environment that combines innovative classroom teaching with experiential learning;
School of Science and Technology: We are a school built on the solid foundations of exploration, discovery and innovation to provide the core science, mathematics, and technology education.
Biology Education graduates will develop an understanding of Biology from molecular to the evolutionary/ecological levels.
Alignment of Outcomes -- #1
1. Explain the basic structures and fundamental processes of life at the molecular, cellular, and organismal levels.
Plan 2013: 1.1 Maintain and enhance Cameron’s commitment to providing programs of the highest quality in instruction, research, and service to better meet the needs of the citizens of the region.
The mission of the Biological Sciences Department is to provide high quality instruction to students at the undergraduate level with emphasis on active learning, problem solving, and critical thinking. The department is committed to improve knowledge in various fields of biology through research and scholarly activities and to transfer that knowledge to our students and colleagues.
2. Effectively communicate data and scientific principles in written and oral form.
Biology Education: They will demonstrate the ability to communicate that understanding and to teach those subjects through various pedagogical approaches.
Plan 2013: 1.1 Maintain and enhance Cameron’s commitment to providing programs of the highest quality in instruction, research, and service to better meet the needs of the citizens of the region.
The mission of the Biological Sciences Department is to provide high quality instruction to students at the undergraduate level with emphasis on active learning, problem solving, and critical thinking. The department is committed to improve knowledge in various fields of biology through research and scholarly activities and to transfer that knowledge to our students and colleagues.
Cameron University provides a diverse and dynamic student body access to quality educational opportunities; fosters a student-centered academic environment that combines innovative classroom teaching with experiential learning;
School of Science and Technology: We are a school built on the solid foundations of exploration, discovery and innovation to provide the core science, mathematics, and technology education.
Alignment of outcomes -- #2
3. Teach these concepts effectively at the appropriate level.
Plan 2013: 1.1 Maintain and enhance Cameron’s commitment to providing programs of the highest quality in instruction, research, and service to better meet the needs of the citizens of the region.
Biology Education: They will demonstrate the ability to communicate that understanding and to teach those subjects through various pedagogical approaches.
The mission of the Biological Sciences Department is to provide high quality instruction to students at the undergraduate level with emphasis on active learning, problem solving, and critical thinking. The department is committed to improve knowledge in various fields of biology through research and scholarly activities and to transfer that knowledge to our students and colleagues.
School of Science and Technology: We are a school built on the solid foundations of exploration, discovery and innovation to provide the core science, mathematics, and technology education.
Cameron University provides a diverse and dynamic student body access to quality educational opportunities; fosters a student-centered academic environment that combines innovative classroom teaching with experiential learning;
Alignment of outcomes -- #3
Measures of Learning Outcomes
1. Direct measures– Baseline assessment exam– Midlevel assessment exam– Major Field Achievement Test (MFAT)– Capstone paper & oral presentation– Teaching General Biology lab section– Oklahoma Subject Area Test (OSAT)– Student Teaching– Teacher Certification
2. Indirect measures– Employment
3. Addressing shortfalls in student learning– Baseline assessment exam– Midlevel assessment exam
Program Quality Improvement Report 2009-2010 7
Report on actions from the three previously chosen priority outcomes
88Program Quality Improvement Report 2009-2010
None due to completely new learning outcomes
Student-leaning outcome 1 and measurements
CURRICULUM AREA OR TARGET AUDIENCE
MEASUREMENT OF Learning Outcome 1
Measurements
Methods used to determine validity of measurement instruments
Methods used to determine reliability of measurements
Schedule for measurements
Explain the basic structures and fundamental processes of life at the molecular, cellular, and organismal levels.
Students taking BIOL 1364
20-24 core course hrs
Students taking BIOL 3044
Students taking BIOL 4722
Baseline Assessment Exam
Midlevel Assessment Exam
OSAT
Capstone paper
Capstone oral presentation
Major Field Achievement Test
Not identified
Not identified
Normed referenced scores
Peer/faculty evaluation
Peer/faculty evaluation
Normed referenced scores
Not identified
Not identified
Internal-consistency coefficients
Not identified
Not identified
Internal-consistency coefficients
Twice yearly
Annually
Annually
Annually
Annually
Annually
9
Display of assessment data
10Program Quality Improvement Report 2009-2010
Measure # of students
Score Benchmark Cohort Average
Baseline 1 68% None 36%
Midlevel 2 NA NA
OSAT 1 283/300 240 235
Capstone oral 1 100% 75%
Capstone paper 1 100% 75%
MFAT 1 80% 50% 80%
Analysis of assessment data – Outcome 1
1. No multi-year data2. On OSAT, our one graduate performed admirably.
Statewide, only 40% pass.3. Nationally, very few Bio Ed graduates take the
MFAT.
11Program Quality Improvement Report 2009-2010
Item Time Line Human Resources Needed
Fiscal Resources Needed
Obtain guidance in exam validation for baseline and mid-level assessment exams.
1 year Outside expertiseEntire Department
Not determined
Obtain peer and aspiration institution OSAT & MFAT data
1 year PQIR committee MFAT data—$150 per administration
Action Plan: Outcome 1
Student-leaning outcome 2 and measurements
CURRICULUM AREA OR TARGET AUDIENCE
MEASUREMENT OF Learning Outcome 1
Measurements
Methods used to determine validity of measurement instruments
Methods used to determine reliability of measurements
Schedule for measurements
Effectively communicate data and scientific principles in written and oral form.
Students inBIOL 4722
Capstone Paper
Capstone Oral presentation
Peer & faculty evaluation
Peer & faculty evaluation
Not identified
Not identified
Annually
Annually
13
Display of assessment data
14Program Quality Improvement Report 2009-2010
Measure # of students
Score Benchmark Cohort Average
Capstone oral 1 100% 75%
Capstone paper 1 100% 75%
Cameron Campus Tree Tour- Brochure- Live tour with media presence
Analysis of assessment data – Outcome 2
No multiyear or comparable institute data15Program Quality Improvement Report 2009-2010
President Ross says:
Action plan for Student-Learning Outcome 2
16Program Quality Improvement Report 2009-2010
Item Time Line Human Resources Needed
Fiscal Resources Needed
Obtain guidance to assess reliability of measurements
1 year Outside expertiseEntire Department
Undetermined
Obtain peer and aspiration institution data
1 year PQIR committeeSchool of Education
Undetermined
Student-leaning outcome 3 and measurements CURRICULUM AREA OR TARGET AUDIENCE Measurements Methods used to
determine validity of measurement instruments
Methods used to determine reliability of measurements
Schedule for measurements
Teach these concepts effectively at the appropriate level.
Students inBIOL 4722
Student teaching (EDUC 4965/4975)
Graduate
Teach General Biology lab section(NSTA Assessment IV)
NSTA Standard 5
Teacher certification
Peer & faculty evaluation
NSTA
State accreditation
Not identified
NSTA
Marketplace
Annually
Annually
Annually
Standards: Unacceptable=0 Emerging=1 Competent=2 Exemplary=3
Teaching a General Biology lab section:Pedagogical and Professional Knowledge, Skills and Dispositions
NSTA Assessment IV: Student Teaching Evaluation Rubric
The candidate must rate a minimum of an “Emerging” rating for each standard.
Passing score is an average of 1: (1=equals Emerging).
Display of assessment data – Outcome 3
Measurement # of students
Score Benchmark Cohort Average
NTSA IV 1 1.5 1 1.48
Standard 5 1 3.9 3
Certification 1 1 100%
Student Teaching NTSA Standard 5: General Skills of Teaching6 assessments (5a-5f) rated 1 through 4
Analysis of assessment data
Our single student met or exceeded all benchmarks
No multiyear data available
19Program Quality Improvement Report 2009-2010
Action Plan: Outcome 3
No action needed
Published information on graduates
21
Academic Year 09-10 Entered Graduate School Working In Discipline Other
Summer 2009
Fall 2009
Spring 2010 1
Total 1
Program Quality Improvement Report 2009-2010