Annual Assessment of Evidence of Learning Cover Page ... · BTNY 3303 X BTNY 3454 X BTNY 3473 X...

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Weber State University Annual Assessment of Evidence of Learning

Cover Page Department/Program: Academic Year of Report: 2015/16 Date Submitted: 8 November 2016 Report author: Sue Harley Contact Information: Phone: 801-626-7434 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 place an ‘X’ below. No further information is

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

___ Information is current; no changes required.

_X__ Information is not current; updates below.

While plants have intrigued and delighted people for thousands of years, the importance of plants to society and the functioning of ecosystems is

often underappreciated. However, we recognize connections between plants and our basic needs for food, shelter, clothing, and energy. Plants are

like other organisms in many ways, but are unique in their role of providing the foundation of food webs on the planet and interconnecting organisms

and their environment. Consequently, interest and understanding of plants is growing as we face changes and strive for more sustainable

communities. During the last few decades we have seen an increase in the appreciation of plants as the foundation for human life. Worldwide, people

are becoming increasingly aware of the role plants play in our general health and nutrition, as well as food stability. As the popularity of ethnic

cuisines has grown, the variety of plants and plant products available in our markets has dramatically increased. We now appreciate plants as

reservoirs of untold numbers of pharmaceuticals important in our war on disease. These interests are stimulating our collective concerns about

understanding the past, present, and future uses of plants.

The loss of habitat and biodiversity has led to increased attention surrounding the role of plants in ecosystem functioning and stability. Plants interact

with both aboveground and belowground biodiversity to influence ecological processes that humans depend upon. Habitat loss, overexploitation, and

global climate change pose serious threats to plant biodiversity. Threats to plant biodiversity, and subsequently ecosystem processes necessary for

human survival, have led to increased interest in understanding relationships between plants and other organisms and the conservation of plant

species. Botany is the study of all aspects of plants, including systematics, morphology, diversity, metabolism, and ecology. Through a study of

plants, students gain an understanding and an appreciation of life at the cellular, organismal, population, community, and ecosystem levels of

organization. The study of Botany can lead to professional careers in a variety of disciplines, including but not limited to conservation, soil science,

sustainability, natural resource management, forestry, range management, biotechnology, plant breeding, agriculture, horticulture, environmental

science, natural medicine, and teaching.

:

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

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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: _X__ Information is current; no changes required.

___ Information is not current; updates below.

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: _X__ Information is current; no changes required.

___ Information is not current; updates below.

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:

_X__ Information is current; no changes required.

___ Information is not current; updates below

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.

The site should contain an up-to-date assessment plan with planning going out a minimum of three years beyond the current year. Please review the

plan displayed for your department at the above site. The plan should include a list of courses from which data will be gathered and the schedule, as

well as an overview of the assessment strategy the department is using (for example, portfolios, or a combination of Chi assessment data and student

survey information, or industry certification exams, etc.).





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Please be sure to include your planned assessment of any general education courses taught within your department. This information will be used to

update the General Education Improvement and Assessment Committee’s planning documentation. Assessment plan: General Education Life Science (LS) courses: The four Botany General Education courses are assessed using questions on exams that address either the Natural Science or Life Science Gen Ed Learning Outcomes. This is done using Chi-Tester grading of individual questions within a category. Additional assessment is done through quizzes; student writing, including essay questions and written assignments; case studies; and other assignments that assess one or more Learning Outcomes. General Education LS Assessment Schedule:

Area and Course Summer 2015

Fall 2015 Spring 2016

Summer 2016


Summer 2017


LIFE SCIENCES

BTNY 1203 X X X X X X X X X

BTNY 1303 X X X X X

BTNY 1370 X X X

BTNY 1403 X X X X X X Courses within the major: Courses within the major are evaluated in a number ways. Most courses use exams and quizzes for at least part of the assessment of content knowledge. Other assessments include lab reports, projects (individual or group), term papers, case studies, and class presentations. Courses within the Major Assessment Schedule:

At a minimum, the following courses will be evaluated within the next three years:

Course 2015-2016 2016-2017 2017-2018

BTNY 2104 X X X

BTNY 2114 X X X

BTNY 2121 X X

BTNY 2303 X X

BTNY 2413 X X

BTNY 3153 X

BTNY 3204 X

BTNY 3214 X X

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BTNY 3303 X

BTNY 3454 X

BTNY 3473 X

BTNY 3504 X

BTNY 3583 X BTNY 3624 X X BTNY 3643 X BTNY 4980 X X X

a. Assessment of Thesis, Co-Op Work Experience, etc. will be done as students complete those courses.

F. Report of assessment results for the most previous academic year:

There are a variety of ways in which departments can choose to show evidence of learning. This is one example. The critical pieces to include are 1) what learning outcome is being assessed, 2) what method of measurement was used, 3) what the threshold for ‘acceptable performance’ is for that measurement, 4) what the actual results of the assessment were, 5) how those findings are interpreted, and 6) what is the course of action to be taken based upon the interpretation. NOTE: As indicated within the tables, some papers, etc. are graded on a Grade Point Scale rather than straight percentage out of 100%. The grading is as follows:

Letter Grade Grade Point Percentage Letter Grade Grade Point Percentage A 4.0 93–100% C- 1.7 70-72% A- 3.7 90–92% D+ 1.3 67-69% B+ 3.3 87–89% D 1.0 63-66% B 3.0 83-86% D- 0.7 60-62% B- 2.7 80-82% E 0.0 0-59% C+ 2.3 77-79% C 2.0 73-76%

Assessment Threshold for Gen Ed LS courses is 60% or more of students scoring 65% or higher on the assessment indicated in the tables. Assessment Threshold Core for 2000-level courses is 60% or more of students scoring 70% or higher on the assessment indicated in the tables. Assessment Threshold for upper division courses is 70% or more of students scoring 70% or higher on the assessment indicated in the tables.

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A. Evidence of Learning: Courses within the Major BTNY 2104 (Plant Form and Function) (Data based on 28 students in two sections [Fall 2015 and Spring 2016 ]who completed the

class.) This is a Core lab course for Botany majors and minors. BTNY 2104, Plant Form and Function Evidence of Learning: Courses within the Major Measurable Learning Outcome

Method of Measurement*

Threshold for Evidence of Student Learning

Findings Linked to Learning Outcomes

Interpretation of Findings

Action Plan/Use of Results

Learning Outcome 1: Knowledge and comprehension

Measure 1: Four exams, including a cumulative final. The exams are a mixed format of multiple choice, short answer, essay, and lab practical

Measure 1: Threshold for Evidence of Student Learning is 60% or more of the students achieving 70% or higher.

Measure 1: 78.6% of students averaged 70% or higher on exams.

Measure 1: Students successfully demonstrated knowledge and comprehension

Measure 1: No curricular or pedagogical changes needed at this time

Measure 2: Essay on seven plant challenges

Measure 2 Threshold for Evidence of Student Learning is 60% or more of the students achieving 70% or higher.

Measure 2: 86% of students scored 70% or higher on the essay.



Learning Outcome 2: Skills

Measure 1: Thirteen lab exercises with minimal data analysis


Measure 1: 82.1% of students averaged 70% or higher on lab exercises.

Measure 1: Students successfully demonstrated development of laboratory and problem solving skills


Measure 2: Five lab exercises requiring data analysis with statistics &/or graphing done in Excel or equivalent


Measure 2: 72% of students averaged 70% or higher on lab exercises.

Measure 2: Students who completed all procedures in these labs successfully demonstrated development of problem solving and computer skills


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BTNY 2104, Plant Form and Function Evidence of Learning: Courses within the Major Measurable Learning Outcome






Measure 3: Library assignment


Measure 3: 96.4% of students scored 70% or higher on the library assignment.

Measure 3: Students successfully demonstrated development of information seeking skills


Measure 4: Four case studies

Measure 1: Threshold for Evidence of Student Learning is 60% or more of the students achieving 70% or higher

Measure 4: 89.3% of students averaged 70% or higher on case studies.

Measure 4: Students successfully demonstrated development of problem solving and critical thinking skills


Measure 5: Essay on seven plant challenges


Measure 5: 86% of students scored 70% or higher on the essay.

Measure 5: Students successfully demonstrated communication, information seeking, and critical thinking skills


*Direct and indirect: at least one measure per objective must be a direct measure.

Additional narrative (optional – use as much space as needed):

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Botany 2114, Evolutionary Survey of Plant Kingdom. This is a Core lab course for Botany majors and minors. Course [BTNY 2114] Evidence of Learning: Courses within the Major

Measurable Learning Outcome

Method of Measurement





Learning Outcome 1: Knowledge and Comprehension

Measure 1: Mid-Term Exam

Measure 1: Threshold for Evidence of Student Learning is 67% out of 100% or 1.3 on a Grade Point Scale

Measure 1: Mean Ave. 80.0%



Measure 2: Final Exam






Measure 1: 3 Lab quizzes


Measure 1: Mean Ave 70.0%



Measure 2: 12 Lab reports

Measure 2: Threshold for Evidence of Student Learning is 67% out of 100% or 1.3 on a Grade Point Scale:


Measure 2: Students who completed all procedures in these labs demonstrated development of problem solving and computer skills


Learning Outcome 3: Affective Domain

Measure 1: 5 questions on final exam



Measure 1: Students successfully demonstrated development the affective domain


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BTNY 2121. Career Planning for Botanists. This is a Core course for Botany majors.

Course BTNY 2121 Fall 2015 (N=11) Evidence of Learning: Courses within the Major Measurable Learning Outcome




Interpretation of Findings Action Plan/Use of Results

Learning Outcome 1: Knowledge and Comprehension Understanding of how plants are similar to other organisms, how plants are unique, and the products humans get from plants (= first draft for their final student portfolio)

Measure 1: A preliminary essay on how plants are similar to other organisms, how plants are unique, and the products humans get from plants (= first draft for their final student portfolio)

Measure 1: 60% of students will score at least 70% on the assignment

Measure 1: The threshold was met (77.8% of students achieved at least 70%)

Measure 1: Students effectively demonstrated a basic knowledge of plants’ similarity and differences as compared with other organisms, as well as the products that humans obtain from plants.


Learning Outcome 2: Skills Measure 1: written communication, information-seeking & critical thinking Measure 2: oral communication & information-seeking skills Measure 3: self-assessment skills

Measure 1: An outline of a talk to the general public entitled, Science as a Way of Knowing (includes scientific method, specific examples from Botany and explanations of how science is used to shape public policy

Measure 1: 60% of students will score at least 70% on the assignment

Measure 1: The threshold was met (88.9% of students achieved at least 70%)

Measure 1: Students effectively communicated in a written outline an understanding of how science is conducted and its relevance to public policy decisions.

Measure 1: No curricular or pedagogical changes needed at this time Measure 2: No curricular or pedagogical changes needed at this time Measure 3: No curricular or pedagogical changes needed at this time

Measure 2: Oral presentation on a graduate program of the student’s choice Measure 3: Written self-assessment of strengths,

Measure 2: 60% of students will score at least 70% on the assignment Measure 3: 60% of students will score at least 70% on the

Measure 2: The threshold was met (100% of students achieved at least 70%) Measure 3: The threshold was met (100% of students achieved at least 70%)

Measure 2: Students effectively presented information about a graduate program to fellow classmates through an oral presentation Measure 3: Students effectively demonstrated an ability to critically assess themselves

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Course BTNY 2121 Fall 2015 (N=11) Evidence of Learning: Courses within the Major Measurable Learning Outcome




Interpretation of Findings Action Plan/Use of Results

weaknesses, plans for self-improvement, career interests, short- and long-term goals

assignment


Additional narrative (optional – use as much space as needed): Course: Botany 2303 Ethnobotany. This course is required for the Botany minor and Track A and B majors Course [BTNY 2303] Evidence of Learning: Courses within the Major








Measure 1: 2 Exams











Measure 1: Plant identification quiz





Measure 2: 3 projects

Measure 2: Threshold for Evidence of Student Learning is 67% out of 100%


Measure 2: Students who completed all procedures in these


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Course [BTNY 2303] Evidence of Learning: Courses within the Major







or 1.3 on a Grade Point Scale: labs demonstrated development of problem solving and computer skills


Measure 1: Did not measure in this class

Measure 1: Measure 1:


Course: BTNY 2413 Natural Resource Management Root (N= 19) This course is required in the Track B major. Course [BTNY 2413] Evidence of Learning: Courses within the Major Measurable Learning Outcome






Learning Outcome 1:

Knowledge and comprehension

Measure 1: 7 case study reports involving the analysis of an issue

Measure 1: 60% of students with a score of 70% or greater

Measure 1: 79% of the students had an overall score of over 70%


No curricular or pedagogical changes needed at this time

Learning Outcome 2:

Skills




Measure 1: Students successfully demonstrated skills


Learning Outcome 3:

Affective Domain




Measure 1: Students successfully demonstrated development in the affective domain



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Additional narrative (optional – use as much space as needed): The case study format of this class combined knowledge and comprehension, skills, and the affective domain. These were difficult to assess independently as all were required to respond to the case study assignments. Knowledge included a basic understanding of the situations and science presented. Skills were critical thinking, information seeking, problem-solving, communication, and cooperation, as the cases required independent research, discussion, and writing a critical evaluation of the situation. The affective domain was developed in the opinion parts of the cases studies where students made suggestions about management based on data, discussions, and consideration of multiple stakeholder perspectives. Course: BTNY 3214 Soils Root (N= 9) This course is required in the Track B major. Course [BTNY 3214] Evidence of Learning: Courses within the Major Measurable Learning Outcome






Learning Outcome 1:

Knowledge and comprehension

Measure 1: five exams, all composed of short answer and essay questions


Measure 1: 100% of the students had an overall exam score of over 70%



Measure 2: Mystery soils presentations, the culmination of 5 weeks of lab time exploring the chemical, physical and biological properties of an unknown soil sample




Learning Outcome 2:

Skills

Measure 1: Mystery soils presentations, the culmination of 5 weeks of lab time exploring the chemical, physical and biological properties of an unknown soil sample





Measure 2: Soil Measure 2: 70% of Measure 2: 100% of Measure 2: Students

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Course [BTNY 3214] Evidence of Learning: Courses within the Major Measurable Learning Outcome






respiration lab with design, data analysis, and interpretation

students with a score of 70% or greater

the students had an overall score of over 70%

successfully demonstrated skills

Measure 3: Student independent projects with design, data analysis, interpretation, written report, and oral presentation


Measure 3: 100% of the students had an overall score of over 70% on their oral presentations, 88% of the students had an overall score of over 70% on their written reports


Learning Outcome 3:

Affective Domain

Measure 1: Student independent projects with design, data analysis, interpretation, written report, and oral presentation


Measure 1: 100% of the students had an overall score of over 70% on their oral presentations, 88% of the students had an overall score of over 70% on their written reports



Additional narrative (optional – use as much space as needed): Students were very successful in this class at learning the material, analysis, problem-solving, skills. Some projects were research-based and others were service with a more direct tie to the affective domain.

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Course: Botany 3624 Plant Taxonomy. This course is required for the Track B and Track C major. Course [BTNY 3624] Evidence of Learning: Courses within the Major








Measure 1: Mid-Term Exam











Measure 1: 20 plant identification quizzes





Measure 2: Plant collection

Measure 2: Threshold for Evidence of Student Learning is 67% out of 100% or 1.3 on a Grade Point Scale:


Measure 2: Students who completed all procedures in these labs demonstrated development of problem solving and computer skills



Measure 1: Did not measure in this class



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BTNY 4980 (Portfolio Summative Assessment), N = 4 (N = 2 in Fall 2015; N = 2 in Spring 2016). This course is required for all majors. BTNY 4980, Portfolio Summative Assessment Evidence of Learning: Courses within the Major Measurable Learning Outcome






Learning Outcome 1: Knowledge and comprehension

Measure 1: Final Botany Knowledge and Comprehension Essay

Measure 1: 70% of students with a score of 1.7 or higher on a Grade Point Scale

Measure 1: Mean score= 2.41. All students scored 2.0 or higher.



Measure 2: Science as a Process Folder






Measure 1: Skills Folder


Measure 1: Mean score= 2.23. 75% of students scored 1.7 or higher.

Measure 1: Students successfully demonstrated development of laboratory or field skills and problem solving skills


Measure 2: Capstone Folder



Measure 2: Students successfully demonstrated communication, information seeking, and critical thinking skills


Learning Outcome 3: Affective domain

Measure 1: Affective Domain Folder


Measure 1: Mean score= 2.45. 75% of students scored 1.7 or higher



Measure 2: Creativity Folder





Additional narrative (optional – use as much space as needed): Four students completed the class with a mean score (4 point scale equivalent to GPA) of 2.49. All students scored 2.0 or higher.

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b. Evidence of Learning: High Impact or Service Learning This is an optional section. If you provide students with high impact or service learning opportunities you may briefly describe those opportunities and explain how you assess their impact on student learning. This excerpt from George D. Kuh provides a brief overview of high-impact practices. BTNY 4890, Co-Op Work Experience

Two students completed co-op work experiences, one with a local nursery and the other with the landscaping crew of a local state agency. Both

reported satisfaction with being able to apply what they had learned in courses to their work experiences. Their supervisors indicated that both

students did excellent work while enrolled in BTNY 4890. Students who participate in 4890 must turn in a statement of goals at the beginning or the

semester and a self-assessment of how well they achieved those goals at the end of the semester. Supervisors turn in a standard evaluation form at

the end of the semester.

BTNY 4990, Senior Seminar. This course was used as a capstone by two Botany graduates. Students who gave seminar presentations successfully

demonstrate information seeking skills, computer skills, written and oral communication skills, and critical thinking. Evaluation is done with a rubric

which includes assessment of a written outline, abstract, annotated bibliography, and oral presentation of seminar The presentations made were:

Mangroves

Life Histories and Population Dynamics of Astragalus kelseyae

http://apps.weber.edu/wsuimages/oie/Support%20Documents/Kuh_HighImpactActivities.pdf

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c. Evidence of Learning: General Education Courses (Area-specific EOL grids can be found at http://weber.edu/oie/Complete_Rubrics.html; they can replace this page.)

c. Evidence of Learning: General Education Courses Botany LS 1203 (Plant Biology), Combined 3 online sections, 1 each for Summer 2015, Fall 2015, Spring 2016 (N=142) Evidence of Learning: General Education Area [LS]

Measurable Learning Outcome Students will…






Learning Outcome 1: NS1: Nature of Science

3 multiple choice questions on 1 exam

65% or higher on multiple choice exam questions

75% of students met the 65% threshold for these questions

Students successfully demonstrated an understanding of the nature of science.


Learning Outcome 2: NS2: Integration of Science

3-4 multiple choice questions spread across 2-4 exams



Students successfully demonstrated an understanding of the integration of science.


Learning Outcome 3: NS3: Science and Society

7 multiple choice questions on spread across 1-2 exams



Students successfully demonstrated an understanding of science and society.


Learning Outcome 4: NS4: Problem Solving and Data Analysis

4 multiple choice questions on 1 exam



Students successfully demonstrated an understanding of problem solving and data analysis


Learning Outcome 5: NS5: Levels of Organization

11-12 multiple choice questions spread across 3 exams



Students successfully demonstrated an understanding of the levels of organization.


Learning Outcome 6: NS6: Metabolism and Homeostasis




Students successfully demonstrated an understanding of metabolism and homeostasis.

No curricular or pedagogical changes needed at this time understanding.

Learning Outcome 7: NS7:




Students successfully demonstrated an understanding of


http://weber.edu/oie/Complete_Rubrics.html

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Evidence of Learning: General Education Area [LS]







Genetics and Evolution

genetics and evolution.

Learning Outcome 8: NS8: Ecological Interactions




Students successfully demonstrated an understanding of ecological interactions.


Botany LS 1303 (Plants in Human Affairs), Fall 2015 Measurable

Learning

Outcome

Method of

Measurement

Threshold for

Evidence

Interpretation of

Findings


LS1: Levels of

Organization

Exam 1

Exam 2

Exam 3

63%

50%

62%

58.3% Amplify materials on taxonomy and terminology

more clearly in course materials. Provide more

questions that address the material in diverse ways.

LS2:

Metabolism and

Homeostasis

Exam 1

Exam 2

Exam 3

85%

68%

59%

71%

Students successfully

demonstrated

knowledge and

comprehension

No curricular or pedagogical changes needed at this

time

LS3: Genetics

and Evolution

Exam 1

Exam 2

Exam 3

62%

55%

59%

59% Amplify materials on genetics and domestication

more clearly in course materials and lectures.

Include more visual material on plant domestication

and modification. Highlight textbook graphics

specifically.

LS4: Ecological

Interactions

Exam 1

Exam 2

Exam 3

59%

70%

NA

65%


demonstrated

knowledge and

comprehension


time

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S1: Nature of

Science

Exam 1

Exam 2

Exam 3

*Discussions

53%

67%

NA

75%

65%


demonstrated

knowledge and

comprehension


time

S2: Integration

of Science

Exam 1

Exam 2

Exam 3

Discussions

47%

85%

59%

75%

67%


demonstrated

knowledge and

comprehension


time

S3: Science and

Society

Exam 1

Exam 2

Exam 3

Discussions

#Written

Assignment

63%

53%

62%

75%

66%

64%

64% is a minor deviation from acceptable

thresholds; No curricular or pedagogical changes

needed at this time

S4: Problem

Solving and

Data Analysis

Exam 1

Exam 2

Exam 3

Discussions

Written

Assignment

55%

NA

59%

75%

66%

64%

64% is a minor deviation from acceptable

thresholds; No curricular or pedagogical changes

needed at this time

* There were four discussion topics related to Learning Outcomes S1 – S4 graded as follows:

85%

80%

63%

71%

Average of Discussions = 75%

#There was one major written assignment that required students to demonstrate skills S3 and S4. The average grade on the

assignment was 66%

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N=46 although not all students enrolled completed all of the course requirements. All statistics were, however, based upon the total

group. Actual percentages are, therefore, likely higher per category.

Botany LS 1303 (Plants in Human Affairs), Spring 2016

Measurable

Learning

Outcome

Method of Measurement Threshold for

Evidence

Interpretation of

Findings


LS1: Levels of

Organization

@Exam 1

Exam 2

Exam 3

80%

66%

63%

70% No curricular or pedagogical changes needed at this time

LS2:

Metabolism and

Homeostasis

Exam 1

Exam 2

Exam 3

75%

66%

68%


LS3: Genetics

and Evolution

Exam 1

Exam 2

Exam 3

67%

100%

78%


LS4: Ecological

Interactions

Exam 1

Exam 2

Exam 3

76%

81%

65%


S1: Nature of

Science

Exam 1

Exam 2

Exam 3

*Discussions

61%

93%

25%

84%


S2: Integration

of Science

Exam 1

Exam 2

Exam 3

Discussions

37%

52%

67%

84%

60%

Highlight interdisciplinary relationships more clearly in course

materials. Provide more questions and examples that address

the material in diverse ways.

S3: Science and

Society

Exam 1

Exam 2

Exam 3

Discussions

#Written Assignment

70%

62%

68%

84%


S4: Problem Exam 1 63% 73% No curricular or pedagogical changes needed at this time

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Solving and

Data Analysis

Exam 2

Exam 3

Discussions

Written Assignment

74%

73%

84%

70%

@Each exam consisted of 50 multiple choice questions with 4 answer selections. Each question was worth 2 points for a total of 100 points per

exam.

* Each week discussion topics were included in the lecture material. Students were awarded 25 points for their interactions in class. The discussions

required students to demonstrate mastery of Learning Outcomes S1 – S4. The average points awarded was 21/25 = 84%.

#There was one major written assignment that required students to demonstrate skills S3 and S4. The average grade on the assignment was 70%.

N=16 although not all students enrolled completed all of the course requirements. All statistics were, however, based upon the total group. Actual

percentages are, therefore, likely higher per category.

BTNY 1403 (Environment Appreciation) Spring 2015, 1 section (N=77) Evidence of Learning: General Education Area LS







Learning Outcome NS1: Nature of Science

Measure 1 7 Multiple Choice Questions on Exams 1,2 & 4

Measure 1 65% or higher on multiple choice exam questions

Measure 1: 90% of students met the 65% threshold for these questions

Measure 1: Students successfully demonstrated an understanding of the nature of science.

Measure 1: No curricular or pedagogical changes needed at this time.

Learning Outcome NS2: Integration of Science

Measure 1: 5 Multiple Choice Questions on Exams 2 & 4

Measure 1: 65% or higher on multiple choice exam questions


Measure 1: Students successfully demonstrated an understanding of the integration of science.


Learning Outcome NS3: Science and Society

Measure 1: 5 Multiple Choice Questions on Exams 1,2,3 & 4



Measure 1: Students successfully demonstrated an understanding science and society.


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Evidence of Learning: General Education Area LS







Learning Outcome NS4: Problem Solving and Data Analysis

Measure 1: 6 Multiple Choice Questions requiring calculations or graph interpretation on Exams 1 & 4



Measure 1: Students successfully demonstrated an understanding of problem solving and data analysis.


Learning Outcome LS1: Levels of Organization

Measure 1: 5 Multiple Choice Questions on Exam 2



Measure 1: Students successfully demonstrated an understanding of levels of organization.


Learning Outcome LS2: Metabolism and Homeostasis

Measure 1: 4 Multiple Choice Questions on Exam 2



Measure 1: Students successfully demonstrated an understanding of metabolism & homeostasis.


Learning Outcome LS3: Genetics and Evolution

Measure 1: 8 Multiple Choice Questions on Exam 2 which included interpretations of a cladogram



Measure 1: Students successfully demonstrated an understanding of genetics and evolution, however improvement will be sought.

Measure 1: More practice is called for in this area. A class exercise will be added.

Learning Outcome LS4: Ecological Interactions

Measure 1: 6 Multiple Choice Questions on Exams 2 & 4



Measure 1: Students successfully demonstrated an understanding of ecological interactions.


Additional narrative (optional – use as much space as needed):

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BTNY/MICR/ZOOL LS1370 Spring 2016 (N=27)

Evidence of Learning: General Education Courses – please complete one table for each GE course

Program Learning Goal Students will…


Method of Measurement Direct and Indirect Measures*




Goal 1: … understand that

scientific knowledge is based on

evidence that is repeatedly

examined, … Scientific

explanations differ fundamentally

from those that are not scientific.

Natural Science Learning Outcome 1: Nature of Science

Measure 1: 5 questions on NS/LS Learning outcomes quiz.

Measure 1: 87.5 % of students scored at least 65%.

Measure 1: Students successfully demonstrated an understanding of the nature of science.


Goal 2: …understand that all

natural phenomena are interrelated

and share basic organizational

principles. Scientific explanations

obtained from different disciplines

should be cohesive and integrated.

Natural Science Learning Outcome 2: Integration of Science

Measure 1: 5 questions on NS/LS Learning outcomes quiz.


Measure 1: Students successfully demonstrated an understanding of the integration of science.


Goal 3:…understand that the study of science provides explanations that have significant impact on society, …and better understanding of human influences on the earth’s environment.

Natural Science Learning Outcome 3: Science and Society

Measure 1: 4 multiple choice questions on NS/LS Learning outcomes quiz.


Measure 1: Students successfully demonstrated an understanding of the impact of science on society.


Goal 4:…understand that science relies on empirical data, and such data must be analyzed, interpreted, and generalized in a rigorous manner.

Natural Science Learning Outcome 4: Problem Solving and Data Analysis



Measure 1: Students successfully demonstrated an ability to interpret data.


Goal 5:…understand that all life shares an organization that is based on molecules and cells and

Life Science Learning Outcome 1:



Measures 1-4: Students successfully demonstrated an

Measures 1-4: No curricular or pedagogical changes needed at this

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Evidence of Learning: General Education Courses – please complete one table for each GE course Program Learning Goal Students will…






extends to organisms and ecosystems.

Levels of Organization

understanding of the levels of organization.

time. Quizzes have helped students learn the material. Measure 2: Canvas Quiz 2

on biomolecules, 13 multiple choice & matching questions, best of 2 attempts.

Measure 2: 88 % of students scored at least 65%.

Measure 3: Canvas Quiz 3 on cells, 12 multiple choice & matching questions, best of 2 attempts.


Measure 4: Unity of Life Essay encompassing LS 1-4.


Goal 6:…understand that living things obtain and use energy, and maintain homeostasis via organized chemical reactions known as metabolism.

Life Science Learning Outcome 2: Metabolism and Homeostasis



Measures 1-4: Students successfully demonstrated an understanding of basic metabolism and homeostasis.

Measures 1-4: These topics are complex and students are encouraged to use internet resources for videos on photosynthesis, etc. No curricular or pedagogical changes needed at this time.

Measure 2: Canvas Quiz 8 on photosynthesis, 9 multiple choice & matching questions, best of 2 attempts.


Measure 3: Canvas Quiz 9 on aerobic respiration and fermentation, 9 multiple choice & matching questions, best of 2 attempts.




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Evidence of Learning: General Education Courses – please complete one table for each GE course Program Learning Goal Students will…






Goal 7:… understand that shared

genetic processes and evolution by

natural selection are universal

features of all life.

Life Science Learning Outcome 3: Genetics and Evolution



Measures 1-4: Students successfully demonstrated an understanding of genetics, evolution, & Natural Selection. Students had most trouble with DNA replication, transcription & translation.

Measure 1: No curricular or pedagogical changes needed at this time, however problem areas will be addressed more.

Measure 2: Canvas Quiz 4 on DNA & evolution, 10 multiple choice & matching questions, best of 2 attempts.


Measure 3: Canvas Quiz 7 on genetics, 9 multiple choice & matching questions, best of 2 attempts.




Goal 8:… understand that all organisms, including humans, interact with their environment and other living organisms.

Life Science Learning Outcome 4: Ecological Interactions



Measures 1-2: Students demonstrated an understanding of ecological interactions.

Measures 1-2: No curricular or pedagogical changes needed at this time.


Additional Information

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G. Summary of Artifact Collection Procedure

Artifact When/How Collected? Where Stored? BTNY LS1203 Scores for exams

Exams are given 3-4 times per semester Exams and results are in ChiTester

Written assignments and scoring rubric Three assignments per semester Student papers and results are in Canvas BTNY LS1303 Scores for exams

Exams are every given 3-4 times per semester

Exams and results are in ChiTester

BTNY LS1403 Scores for exams

Three exams throughout the semester Excel file, Word File, and ChiTester

Group papers Throughout the semester Excel file & hard copies in file cabinet BTNY/MICR/ZOOL LS1370 Scores for pre-test and post-test

At the beginning and the end of the semester

Excel file

BTNY 2104 Essay on plant challenges & Scoring rubric

Students turn in drafts about 2/3 into the semester and the final essay at the end

Copies of representative essays as PDF files PDF of rubric

Scores for exams, lab exercises, assignments

Throughout the semester Canvas Excel file

BTNY 2114 Scores for quizzes, exams, and lab reports


BTNY 2121 Scores for assignments


BTNY 2303 Scores for exams and projects

Throughout the semester Excel file

BTNY 2413 Assessments of 7 case studies

Throughout the semester Copies of representative student work as PDF files Grades in Canvas

BTNY 3214 Scores for exams and student activities

Throughout the semester Canvas

BTNY 3624 Scores for quizzes and exams

Throughout the semester Canvas

BTNY 4980 Essay rubric and final essays

End of the semester PDF of completed rubrics; PDF of essays

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Portfolio rubric End of the semester PDF of completed rubrics “Science as a Process” outline End of the semester PDFs of outlines BTNY 4990 Powerpoint slides from seminar presentations

End of the semester Powerpoint Files, Excel file with scores

Summary Information (as needed)

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Appendix A Most departments or programs receive a number of recommendations from their Five-Year Program Review processes. This page provides a means of updating progress towards the recommendations the department/program is acting upon. Date of Program Review: 1 April 2013 Recommendation Progress Description Standard B, Curriculum.

The Department should carefully reassess the curriculum in terms of serving both botany majors and general education.

BTNY 2104 is being revised to meet LS requirements. The requirements for the minor and BIS are being changed to decrease lower division requirements and provide more opportunities for taking upper division courses. Active learning strategies are being used more in general education classes. The learning goals for the curriculum are being reviewed and revised in light of “Vision and Change.” This is estimated to be a two year process.

Standard B, Curriculum.

The Department should pursue additional

interdepartmental cooperation in an

introductory biology course, or sequence, as

recommended in “Vision and Change” and

including cell/molecular biology, genetics,

evolution, and ecology

Representatives from the three life science departments are involved in Northwest PULSE, a group that supports efforts to incorporate Vision and Change goals into curricula. Separately from Vision and Change, we are working on increasing cross-disciplinary opportunities with Geosciences and Microbiology.

Standard D, Academic Advising. We recommend that student advising be distributed among the faculty.

This will be done beginning Fall 2017.

Standard E Faculty. New faculty hires should complement the current strengths of the Department and add to the Department’s teaching and research capacity.

New faculty now constitute 50% of the Botany faculty. Two complement our existing strength in preparing students for employment with BLM, Forest Service, USGS, and similar federal and state agencies. The third strengthens training of students for work in the natural products industry, pharmaceuticals, and chemical ecology.

Additional narrative:

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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 2015-16 Headcount With Doctoral Degrees (Including MFA and other terminal degrees, as specified by the institution)

Full-time Tenured 3 Full-time Non-Tenured (includes tenure-track) 2 Part-time and adjunct o With Master’s Degrees Full-time Tenured 0 Full-time Non-Tenured 0 Part-time and adjunct 4 With Bachelor’s Degrees Full-time Tenured 0 Full-time Non-tenured 0 Part-time and adjunct 0 Other Full-time Tenured 0 Full-time Non-tenured 0 Part-time 0 Total Headcount Faculty Full-time Tenured 3 Full-time Non-tenured 2 Part-time 4

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Please respond to the following questions.

1) Based on your program’s assessment findings, what subsequent action will your program take? We are reviewing course learning objectives across the curriculum in light of the AAAS Vision and Change document. With this, we will update the curriculum grid. This will give us learning objectives for majors courses that align better with those for LS and what incoming students are starting to encounter in K-12 due to NGSS (Next Generation Science Standards). We want to better coordinate assessment questions for general education learning outcomes across all Botany general education offerings. We have started to diversify assessment measures in order to get a fuller indication of student success in general education classes beyond multiple choice exams. Faculty continue to incorporate active learning practices in both general education classes and major classes. The new faculty have been particularly noteworthy in trying a variety of strategies. Fall 2016 returns the department to six full-time faculty. We have a new schedule for offering majors courses and a more consistent schedule for assessing courses in the major. With the implementation of Grad Maps, we hope to see better learning outcomes for our majors as they progress through the major, taking major and support courses in a sensible order and combination.

2) We are interested in better understanding how departments/programs assess their graduating seniors. Please provide a short narrative describing the practices/curriculum in place for your department/program. Please include both direct and indirect measures employed. The most distinctive assessment strategy for the Botany Program is the Botany Student Portfolio. The Portfolio consists of a substantial essay, worth 30% of the portfolio grade. The essay is a culmination of the knowledge that the student gained throughout their studies at WSU. Additional evidence of skills development, self-assessment skills, career preparation, as well as creativity, ethics, and an appreciation for diversity is also required. In addition, all students must have a capstone experience (thesis or directed research, paid or volunteer Botany work experience, or a library research project) that they present orally. The portfolio requires a written statement as to how the capstone experience impacted them (see Artifacts Collection in G). http://www.weber.edu/botany/Student_Portfolio.html Each year, we ask Botany graduates in their exit interview about the portfolio and if it assisted their ability to do a self-assessment.. Responses from the 2015-16 graduates include: The portfolio helped me gauge my adeptness in the various areas of Botany. I found that I had made dramatic improvements in all three areas (content knowledge, skills development, and affective domain).

http://www.weber.edu/botany/Student_Portfolio.html

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