weber state university annual assessment of evidence … · weber state university annual...

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Weber State University Annual Assessment of Evidence of Learning

Cover Page Department/Program: Department of Microbiology Academic Year of Report: 2013-2014 Date Submitted: Report author: Michele D. Culumber Contact Information: Phone: 801-626-7795 Email: [email protected]

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A. Brief Introductory Statement:

Please review the Introductory Statement and contact information for your department displayed on the assessment site:

http://www.weber.edu/portfolio/departments.html - if this information is current, please indicate as much. No further

information is needed. We will indicate “Last Reviewed: [current date]” on the page.

If the information is not current, please provide an update: The information is correct.

B. Mission Statement

Please review the Mission Statement for your department displayed on the assessment site:

http://www.weber.edu/portfolio/departments.html - if it is current, please indicate as much; we will mark the web page as “Last

Reviewed [current date]”. No further information is needed.

If the information is not current, please provide an update: The mission statement is correct. C. Student Learning Outcomes Please review the Student Learning Outcomes for your department displayed on the assessment site:

http://www.weber.edu/portfolio/departments.html - if they are current, please indicate as much; we will mark the web page as

“Last Reviewed [current date]”. No further information is needed.

If they are not current, please provide an update: The learning outcomes are the same.

D. Curriculum

Please review the Curriculum Grid for your department displayed on the assessment site:

http://www.weber.edu/portfolio/departments.html - if it is current, please indicate as much; we will mark the web page as “Last

Reviewed: [current data]”. No further information is needed.

If the curriculum grid is not current, please provide an update: The Curriculum grid is current

http://www.weber.edu/portfolio/departments.html




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E. Assessment Plan Please review the Assessment Plan for your department displayed on the assessment site:

http://www.weber.edu/portfolio/departments.html - if the plan current, please indicate as much; we will mark the web page as “Last

Reviewed [current date]”. No further information is needed.

Assessment plan is the same with the addition of 2016-2017 to the assessment schedule.

The Department of Microbiology assessment plan has examined student outcomes using a variety of direct and indirect measures as listed below:

Direct Measures

• Laboratory Skills Evaluations in Micro 2054 and Micro 3053

• Writing skills in upper division courses

• Speaking skills in upper division courses (standardized evaluation)

• Group project evaluation in upper division courses

• Directed Research reports and presentations

Indirect Measures

Grade Point Average (student grades)

Performance on National Standardized Tests (GRE, MCAT, DAT)

Job Placement/Post-graduation success (feedback form alumni)

Graduate and Professional School Acceptance Rates

Internships

Departmental Exit Survey

o Exit survey is not part of the University’s Graduation Survey. In the first semester this was done, the number of respondents was low

and the results are not presented here. They will be combined with Fall 2014 and reported in the Department’s Annual Report.

Course Evaluations

Feedback from employers

These direct and indirect learning objectives are discussed in our 2012-13 Program Review Self Study. Based on comments from Office of Institutional

Effectiveness, we are modifying our assessment protocols to collect more direct evidence. Courses in the department will be assessed based on the schedule

outlined below. It will ensure that each of the learning objectives, and each of our core courses, are assessed over the next 4 years. However, we are also in the

process of reevaluating our curriculum and learning outcomes, so the plan may change in the next two years.


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2013-16 Assessment Plan

1. Microbiology graduates will be surveyed using an exit interview evaluating their experiences in the department.

2. Graduate placement will be monitored using the exit interview

3. Core Concepts and Fundamental Skills will be assessed in the courses identified in the course grid above. Tools in Chi tester

will be used to sample multiple-choice questions evaluating each learning outcome. We will experiment with rubric grading

for concepts and skills that cannot be graded using multiple choice. Lab exams will be used to evaluate laboratory specific

skills.

a. Similar tools will be used to assess the Natural and Life Science Learning Outcomes.

4. Indirect evidence will be compiled in the department’s annual report.

5. A rubric will be developed to assess outcomes of the 2013-14 for High Impact courses.

Microbiology Course Assessment Schedule

Year

2012-13 2013-14 2014-15 2015-16 2016-2017

Learning Objective

CC1 2054 2054 4054/4554 4154 2054

CC2 2054 2054/3305 3304/3254/4554 2054

CC3 2054 2054/3154 4054/4554 2054

CC4 3484/3853/4354

CC5 3154 3484

FS1 2054(LS) 3053/3154 4354 2054(LS)

FS2 2054 2054/3053 3254/3403/4054/4554 4354 2054

FS3 3154 3484/3853/4154

FS4 4054/4554 3484/3853/4154

FS5 3305 3484/3853

FS6 3305 3254/3403 4154

FS7 3305 4554 4154

FS8 3254

Courses Evaluated

2054 2054 3403 3484 2054

3053 3254 3853

3154 4054 4154

3305 4554 4354

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General Education Assessment Schedule Spring 2013: MICR 2054, MICR 1113 (selected sections) Fall 2013: MICR 2054, MICR 1153 (selected sections) Spring 2014: MICR 2054, MICR 1113 Fall 2014: MICR 2054; MICR 1153 F. Report of assessment results for the most previous academic year:

Exit Survey: Note: Exit survey information was to be collected through the University’s survey procedure; however, the exit survey questions were left off of the survey. Only nine graduates completed the paper version of the survey. Professional School Entrance Exam Scores (2013-14, not all graduates provide this information and not all students have taken these exams)

Student scores from entrance exams as reported on exit interviews: MCAT (n=2) = 29, 28 DAT (n=1) = 20

Placements: 2013-2014 graduates are still securing employment. The following is a summary of the class of 2012-13 (based on self-reporting, professional and graduate schools are identified if provided). Of 41 majors, 36 provided information about their career plans.

A. Dental school: 3 acceptances/4 applications (1 pending)

a. University of Louisville

B. Medical school: (4 acceptances/ 7 applicants – 3 are pending or reapplying)

a. Touro Univ., A.T. Still Univ., University of Central Florida, Rocky Vista Univ.

C. Physicians assistant school: (0/0)

D. Pharmacy school: (3 acceptance/ 3 applicants)

a. Rosemont Pharmacy School (2), University of Utah

E. Podiatry school: (0/0)

F. Graduate school: (1 acceptances/ 6 applicants, 5 are pending or unknown)

a. Utah State University

G. Chiropractic: 1

a. Chiropractic School Davenport, IA

H. Job placement: 17

a. Myriad Genetics (3), ARUP Labs (2), Pharmachemlabs, Biofire (2), North Davis Sewage Plant, Proctor & Gamble, US Army,

other

I. Five students did not provide information

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a. Evidence of Learning: Courses within the Major (duplicate this page as needed – delete sample/instructional text)

Evidence of Microbiology Learning Outcomes for MICR 2054 Principles of Microbiology Evidence of Learning: MICR 2054

Measurable Learning Outcome Students will…

Method of Measurement Direct and Indirect Measures*

Threshold for Evidence of Student Learning

Findings Linked to Learning Outcomes

Interpretation of Findings

Action Plan/Use of Results

CC1: Model Systems for Basic Biology - Metabolism, genetics, molecular biology, cell replication, evolution

Measure 1: Selected Exam Questions on 6 exams including the Final Examination

Measure 1: 75% of the students will score 70% or better

Measure 1: Met, see data table below

Measure 1: The learning objective is being met by most of the students in the course.

Measure 1: Will continue monitoring

CC2: Integral role in Disease and Human Health



Only 71% of students met this outcome.

Measure 1: May need to spend more time on this outcome.

Measure 1: Need to reevaluate how this outcome is taught and how it is assessed.

CC3: Microorganisms are Ubiquitous in Nature. They are found everywhere and are specifically adapted to their environments.



Measure 1: Met, see data table below

Measure 1: The learning objective is being met by most of the students in the course.

Measure 1: Will continue monitoring

FS1: Nature of Science See Life Science Outcomes

FS 2: Laboratory Skills: Gram Stain, Quadrant Streak, Aseptic Technique, light microscopy, Dilution calculations, etc.

Measure 1: Lab Exam 1 Written and practical Measure 2: Lab Exam 2 Written and practical Measure 3: Lab Exam 3 Written and practical

75% of Students will earn better than 80% on each exam.

Percent earning 80% or better: Exam 1: 71% (93 students) Exam 2: 69% (91 students) Exam 3: 57% (88 students)

Criteria was not met based on this assessment. Appears that most of the deficit is with the written portion of the exams, not the practical portion of the exams.

Reassess which skills are being taught and add ones that may be useful in future courses. Add more assessment of individual skills, e.g., that students struggle with in future courses.

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MICR 2054 Learning outcome data Fall 2013, based on Chitester exams

Learning Outcome

Number of Questions (all tests)

N Students (all tests)

% above 70% (all tests)

CC1 226 93 78%

CC2 147 92 71%

CC3 61 93 79%

Questions available upon request Microbiology Learning outcomes for MICR 3154 Microbial Ecology

Evidence of Learning: MICR 3154

Measurable Learning Outcome Students will…

Method of Measurement Direct and Indirect Measures*

Threshold for Evidence of Student Learning

Findings Linked to Learning Outcomes

Interpretation of Findings

Action Plan/Use of Results

CC3: Microorganisms are ubiquitous in nature - metabolic diversity, evolution, early earth history,

Measure 1: Selected questions on Chitester exams


Measure 1: the outcome is met, see table below

Measure 1:

Measure 1: Continue focusing on microbial diversity

FS1: Nature of Science: Students can distinguish between scientific and non-scientific ideas

Measure 1: Selected questions on Chitester exam


Measure 1: Only 51% of students met this outcome. See table below

Measure 1: This outcome is difficult to measure via multiple choice exams.


FS2: Laboratory Skills: Students can describe proper techniques or methods to obtain data

Measure 1: Selected questions on Chitester exam Measure 2: Rubric graded Laboratory Notebooks

Measure 1: 70% of the students will score 70% or better Measure 2: 80% Students will earn 80% or better on lab notebook

Measure 1: the outcome is met, see table below Measure 2: 90% of students had an 80% or better

Measure 1: Measure 2: Student scores on lab notebook improve during the semester

Measure 2: use Canvas rubric tool to specifically link to outcomes

FS 3: Critical Thinking: Students can take data from an experiment or figure and provide a conclusion or make a prediction

Measure 1: Selected questions on Chitester exam


Measure 1: 67% met the outcome at the threshold level

Measure 1: This outcome is difficult to measure via multiple-choice exams.


** FS1, FS2, and FS3 included essay questions. Chitester may not evaluate these correctly for the assessment summaries.

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MICR 3154 Learning outcomes based on Chitester exams

b. Evidence of Learning: High Impact or Service Learning (duplicate this page as needed)

Learning Objectives: Nature of Science (FS#1), Laboratory Skills (FS#2), Communication (FS#6) In 2013-2014 (from Annual Report):

45 Directed Research students (~13% of majors) worked on mentored projects

Six undergraduate research students attended, and presented posters at, the American Society for Microbiology General Meeting in

Denver CO. May 2013.

Fifteen students presented work at local or regional meetings

Four students did Coop-Work Experience

ARUP labs

Central Davis Sewer District

Food and Drug Administration, Summer intern

Weber County YCC program

Four students earned credit for Physician Shadowing

37 Students completed readings credit (11%)

Learning Outcome Number of Questions

(all tests) N Students (all tests)

% above 70% (all tests)

CC5 109 33 81%

FS1 33 33 51%

FS2 17 33 75%

FS3 13 34 67%

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c. Evidence of Learning: General Education Courses (duplicate this page as needed or delete if department does not offer GE courses)

Micro 2054, Principles of Microbiology General Education Outcomes, Fall 2012 Outcome Content Assessment Measure Results SS1: Nature of Science

Current research in microbiology, Historical Microbiology, Classical Experiments in Microbiology, Laboratory Exercises.

Exam questions on Chitester selected from 6 exams in MICR 2054 (see table below)

70% of students will have 70% or better 4 question

Need more specific assessment of this topic, but the criteria was met.

SS2: Integration of Science

Role of other disciplines in microbiology, physics, chemistry, biochemistry, and the impact of microbiology on other sciences, ecology, zoology, botany, agriculture, etc.


70% of students will have 70% or better 29 questions

85% of students scored 70% or better on these questions

SS3: Science and Society

The impact of microorganisms on the health and well-being of humans, especially their ability to cause disease. Vaccines, antibiotics.




SS4: Problem Solving

Microbiological laboratory techniques that require data collection and analysis, e.g. determining the number of cells per milliliter in a food or water sample.

1. Exam questions on Chitester selected from 6 exams in MICR 2054 (see table below)



2. Lab Exam 3, student use data to calculate the outcomes of microbiological dilutions. They must plan and execute a dilution scheme to quantify bacteria in a sample culture.

70% of students will earn 70% or better on Lab exam 3.

57% of class met the threshold.

3. Dilution Quiz: 10 questions, take home quiz. Students solve dilution problems

90% of students will earn 80% or better. Canvas Quiz

In 2013, >90% of students met this threshold

LS1: Levels of Organization

Cell structure and function. Three domains of life. Basics of evolution.

Multiple choice and short answer questions on macromolecules, and cell structure and functions.

70% of Students will answer 70% of the questions correctly Measured with ChiTester 87 questions


LS2: Metabolism and homeostasis

Central metabolic pathways, including anabolism and catabolism, aerobic and anaerobic respiration, and fermentations.

Multiple choice and short answer questions on Glycolysis, Citric Acid Cycle, Electron Transport and related topics

70% of Students will answer 70% of the questions correctly. Measured with ChiTester 241 questions


LS3: Genetics and Evolution

Central Dogma of biology, DNA replication, transcription, translation, mutations, genetic exchange, and the relationship between genetic change and microbial diversity and evolution. Antibiotic resistance.

Multiple choice and short answer questions on DNA replication and protein synthesis, mutations, and genetic exchange



LS4: Ecological Interactions

Impact of microbial activity on their environment. Including human-microbe interactions, Metabolic diversity, nitrogen fixation, waste water treatment.

Multiple choice and short answer questions on the interactions between microorganisms and between microorganisms and the human immune system


Likely need more questions 73% of students scored 70% or better on these questions

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MICR 2054 Learning outcomes based on Chitester exams

Included

Questions N Students (All Tests)

% Above 70% (All Tests)

LS1 87 126 74%

LS2 241 93 75%

LS3 265 93 82%

LS4 32 90 73%

S1 4 76 78%

S2 29 126 85%

S3 126 90 78%

S4 66 93 69%

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Microbiology 1153: Elementary Public Health Course Description: Principles and practices of public health, emphasizing prevention and control of communicable and degenerative diseases, and environmental health problems. Three lectures/ demonstrations/ week.

Outcome Content Assessment Threshold Results Nature of Science Historical Microbiology, Classical Experiments

in Microbiology, Measure 1: Selected Chitester exam questions. These are from a selection of sections taught by different faculty. Measure 2: Rubric assessed assignment in Canvas

1. 50 % of students will have 70% or better on these questions 2. 70% of students will earn 70% or better on the assignments

1. 64% of students earned 70% or better. 2.

Integration of Science

Sciences of Public Health: Biomedical Science, Social and Behavioral Science, Health Policy, Epidemiology, Statistics, Environmental Health

Measure 1: Selected Chitester exam questions. These are from a selection of sections taught by different faculty. Measure 2: Rubric assessed assignment in Canvas


1. 74% of students earned 70% or better

Science and Society

The impact of microorganisms on the health and well-being of humans, especially their ability to cause disease. Vaccines, antibiotics. Socioeconomic impact of health and disease.

Measure 1: Selected Chitester exam questions. These are from a selection of sections taught by different faculty. Measure 2: Rubric assessed assignment in Canvas


84% of students earned 70% or better

Problem Solving Epidemiology, identifying types of epidemiologic studies, calculating incidence rates and relative risks, Interpreting and evaluating health claims (e.g. vaccine side effects)

Measure 1: Selected Chitester exam questions. These are from a selection of sections taught by different faculty.

1. 50 % of students will have 70% or better on these questions


Measure 1: Selected Chitester exam questions. These are from a selection of sections taught by different faculty. Measure 2: Open note quiz on Canvas

1. 50 % of students will have 70% or better on these questions 2. 80% of students will have 70% or better on assignment

1. 38% of students earned 70% or better 2. 93% had better than 70% on assignemnt

Levels of Organization

Cell structure and function, microbial diversity, three domains of life

Metabolism and homeostasis

Metabolic diversity in prokaryotic organisms. Organisms used in food production.




Genetics and Evolution

Central Dogma of Biology, DNA replication, transcription, translation, mutations, genetic exchange, and the relationship between genetic change and microbial diversity and evolution. Antibiotic resistance, sickle cell anemia

Measure 1: Selected Chitester exam questions. These are from a selection of sections taught by different faculty. Measure 2: Open note quiz on Canvas

1. 50 % of students will have 70% or better on these questions 2. 80% of students will have 70% or better on assignment

1. 59% of students earned 70% or better 2. 89% had 70% or better on assignment

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Direct Measures: Because we have several instructors that teach this course in different formats (including online and face-to-face) and using different assessment techniques developing standard assessment tools has been a challenge.

1. Students are assessed using traditional multiple-choice questions on four to seven, unit exams (depending on instructor). Each exam addresses one or more of the natural science or life sciences learning objectives for the life sciences. Selected questions have

2. Some objectives have been assessed using rubric-measured assignments. However, assignments often target more than one objectives and Canvas cannot, at this time, separate those outcomes. Threshold and results are for the overall score for the assignments. Next time, the rubrics will be organized differently to distinguish between the outcomes and simplify the reporting.

3. Assessments, sample questions, and rubrics are available upon request.

MICR 1153 Life Science Outcomes Measured in Chitester Exams

1153 Included Results

Included Questions

N Students (All Tests)


LS1 477 88 196 38% LS2 434 65 162 60% LS3 614 86 196 59% LS4 628 88 170 72% S1 257 69 195 64% S2 610 85 197 74% S3 1009 232 197 84%

S4 388 69 196 45% Evaluation and Action Plan: At this time only some of the sections of MICR 1153 are assessed using Canvas or Chitester assessment tools. The department is working on better rubric-based assessments and more standardized evaluation methods. Based on these results, LS1 Levels

Ecological Interactions

Impact of environmental quality on health and disease. Examples: role of climate change in changing disease patterns, impact of drought on plant pathogens, relationships between UV exposure and skin cancer, air pollution, importance of water and sewage treatment.




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of Organization and S4, Problem solving, need to either be covered more overtly, or assessed more accurately. These objectives are identified in the course objectives and are taught in the course material. We suspect that better assessment tools will indicate these objectives are being met.

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1113 Introduction to Microbiology Course Description: An introduction to microorganisms, their biology, and their relationships to health, technology, and the environment, with practical applications. Three lecture/demonstrations per week.

MICR 1113 Life Science Outcomes Measured in Chi-tester Exams

Direct Measures:

Outcome Content Assessment Measure Results Nature of Science Current research in microbiology, Historical

Microbiology, Classical Experiments in Microbiology,

1. Chitester, Selected Question 1. 50% of students will earn 70% or better on questions

1. 82%

Integration of Science

Role of other disciplines in microbiology, physics, chemistry, biochemistry, and the impact of microbiology on other sciences, ecology, zoology, botany, agriculture, etc.


83% few questions

Science and Society

The impact of microorganisms on the health and well-being of humans, especially their ability to cause disease. Vaccines, antibiotics


94%

Problem Solving DNA transcription and translation 1. Chitester, Selected Question 1. 50% of students will earn 70% or better on questions

62 %

Levels of Organization

Cell structure and function. Three domains of life. Basics of evolution


69%

Metabolism and homeostasis

Central metabolic pathways, including anabolism and catabolism, aerobic and anaerobic respiration, and fermentations.


60%

Genetics and Evolution

Central Dogma of biology, DNA replication, transcription, translation, mutations, genetic exchange, and the relationship between genetic change and microbial diversity and evolution. Antibiotic resistance


59%

Ecological Interactions

Impact of microbial activity on their environment. Including human-microbe interactions, Metabolic diversity, nitrogen fixation, waste water treatment, other examples


54%few questions/responses

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Because we have several instructors that teach this course in different formats (including online, face-to-face, and IVC), and using different assessment techniques developing standard assessment tools has been a challenge.

1. Students are assessed using traditional multiple-choice questions on four to seven, unit exams (depending on instructor). Each exam addresses one or more of the natural science or life sciences learning objectives for the life sciences.

2. We are working to develop a standardized assessment tool or tools that can be used to measure the LS learning outcomes for MICR 1113 across sections, instructors, and formats.

MICR 1113 Life Science Outcomes assessed with Chitester exams

1113 Included Questions

Included Results


LS1 35 439 69% LS2 67 216 60% LS3 29 351 59% LS4 6 35 54% S1 31 271 82%

S2 7 233 83% S3 42 441 94% S4 47 746 62%

Evaluation and Action Plan for MICR 1113: We feel like the Life Science and Natural Science Outcomes are being met in MICR 1113. We need a more extensive assessment of LS4, Ecological Interactions, and S2, Integration of Science. We also need to develop assessment metrics that can be used across sections and platforms.

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G. Summary of Artifact Collection Procedure

Summary Information (as needed)

Artifact Learning Outcome Measured When/How Collected? Where Stored? Chitester linked outcomes All End of the semester Chitester database,

Reports generated as needed

Lab Exams Lab Skills 3 times per semester Exams are stored for a year with the instructor. Scores are collected in an Excel spreadsheet (without identifying information) with the Department Chair.

Chitester rubrics LS and NS outcomes End of the semester Canvas assignments are not accessible after the semester. Assignment grades are kept in Canvas and with the instructor.

Exit Interview Data Summarized in the Department Annual Report

Chair’s office

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Appendix A (Delete this page if it is not needed) Report of progress on ‘non-learning-outcome recommendations’ from previous 5-year program review (optional):

Date of Program Review: 2013 Recommendation Progress Description Strategic Plan The department needs to develop a

strategic plan “ consistent with the strategic plan of the College and University”

Identifying employers, alumni, professional and graduate school and community partners that could form an advisory board for the department.

Curriculum, Advising, and Course offerings Review course offerings, eliminate excess overlap in lab courses, evaluate advising, investigate a core curriculum, or course, with other departments

Developing a lab skills matrix to determine which skills are taught in each course and make sure students have the prerequisite skills for their upper division courses.

The department is reviewing courses and the course sequence

The department is working with other life science departments to investigate a core curriculum for beginning students.

Workload Upper division lab courses are overfull creating a safety hazard and diminishing the laboratory experience

Applied for 50/50 job for additional lab aid.

Exploring ways to involve students as TAs Find creative scheduling and teaching

options for courses to decrease the number of students in lab at any one time.

New Building Develop a specific plan for using new resources in the science building…document how the new space will fix identified problems

Lab workshop meetings, departmental discussions, reviewing course offerings and technology enhanced laboratory teaching strategies that could make lab time and space more efficient.

Safety Address safety concerns that are not integral to the infrastructure of the building

Done

Hire a full-time lab manager Nov 2014

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Appendix B Please provide the following information about the full-time and adjunct faculty contracted by your department during the last academic year (summer through spring). Gathering this information each year will help with the headcount reporting that must be done for the final Five Year Program Review document that is shared with the State Board of Regents.

Faculty Headcount 10 With Doctoral Degrees (Including MFA and other terminal degrees, as specified by the institution)

Full-time Tenured 6 Full-time Non-Tenured (includes tenure-track) 1 Part-time 1 With Master’s Degrees Full-time Tenured Full-time Non-Tenured Part-time 3 With Bachelor’s Degrees Full-time Tenured Full-time Non-tenured Part-time Other Full-time Tenured Full-time Non-tenured Part-time Total Headcount Faculty 10 Full-time Tenured 6 Full-time Non-tenured 1 Part-time 3

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Please respond to the following questions.

1) Reflecting on this year’s assessment(s), how does the evidence of student learning impact your faculty’s confidence in the program being reviewed; how does that analysis change when compared with previous assessment evidence? The department is confident that we are meeting the learning objectives for the department and for general education. We have added direct assessment to several sections of our general education courses and these show that most of the objectives are being met. Some objectives are difficult to assess with multiple-choice questions (e.g. Nature of Science, Impact on Society), and we are building rubric-based assessments (in Canvas) for assignments and laboratory reports that will improve documentation of these objectives. Our department continues to graduate excellent students, who achieve success in graduate and professional school and who are hired in the field following graduation. We are trying to monitor students post-graduation, but this has been difficulty. We have worked with the Office of Institutional Assessment to include the Department’s exit interview questions with the University’s Graduation Survey. The goal was to increase participation in the survey and to have the data in a format that is easier to analyze. However, during the first semester it was offered (spring 2013), participation was low. These results will be included with the 2014-25 results and presented with the 2014-25 annual report.

2) With whom did you share the results of the year’s assessment efforts?

a. Office of Institutional Effectiveness b. Available upon request

3) Based on your program’s assessment findings, what subsequent action will your program take?

a. Continue to evaluate courses according to the assessment plan. b. Develop clear learning outcomes for each course that align with the Department’s Learning Objectives. c. Continue working with Office of Institutional Effectiveness to design and implement direct assessment tools. d. Develop common assessment measures for the life science general education courses.

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