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Program Outcomes Assessment
Program BA Biological Sciences
Department Department of Biological Sciences
College/School College of Arts and Sciences
Academic Year 2009
CIP Coordinator Jerry Kudenov
TABLE 1
PROGRAM MISSION AND CONTEXT
Program Mission
The mission of the Department of Biological Sciences is to pursue the understanding of biological systems and disseminate that
knowledge efficiently and effectively to our peers, our students and the public.
Program Context: The Department of Biological Sciences is an organization of faculty, professional staff, and students committed to
understanding biological systems at all levels of organization. We recognize the fundamental value and role that knowledge and
understanding in biological sciences provide to society through its contribution to human health and by improving and enlightening the
management and conservation of natural systems for the benefit of society and the health and stability of our environment. To that end,
we are dedicated to the pursuit of biological knowledge and to the dissemination of that knowledge to our peers, our students, our
community, and to society. We recognize that scientific progress and excellence in pedagogy is best achieved in an environment that
motivates all individuals to contribute to their intellectual capacity, and promotes the individual’s personal and professional success. We
also recognize that, in the complex disciplines of biology and ecology, multidisciplinary collaboration is an important mechanism for
efficient and successful research and this approach can be equally effective in our teaching.
Our pedagogy is guided by the principles that (1) a deep understanding of biological systems is dependent upon a foundation of
mathematics, physics, chemistry, and evolution, (2) a synthetic capacity in biology requires a fundamental understanding of biological
mechanisms, ranging from biochemistry to ecology, (3) the intellectual breadth of our students is best served by a diverse exposure to a
variety of functional and organizational levels of biology, (4) the intellectual depth of our students is defined by their ability to think
critically. We strive to teach our students critical thinking through delivery in our courses, and by promoting research in the undergraduate
curriculum. Finally, we are guided by the basic tenets of honesty, openness, fairness, equality, individuality, truth, and excellence.
Submitted 6-11-09 36110f59-6b46-41cc-ac02-8f29c4e938c9.xls Mission & Context
Program Outcomes Assessment
Program BA Biological Sciences
Department Department of Biological Sciences
College/School College of Arts and Sciences
Academic Year 2009
CIP Coordinator Jerry Kudenov
TABLE 1
PROGRAM MISSION AND CONTEXT
Program Mission
General comments: Department faculty were individually consulted to discuss the 2008 BS-Assessment Report last year. Departmental
issues including peer-review, our pending moved into the Conoco-Philips Integrated Science Building, the Chair's two-week research visit
to the National Museum of Natural History (Smithsonian Insitution) and peer-review derailed efforts to discuss last year's report. It is
important to realize that most faculty generally recognize both the need and importance of assessment, they tend to resist assessment
efforts that detract from and impact their teaching efforts. Primary friction points include the sacrifice of class lectures coupled with added
unpaid tasks to workloads that are fully time-saturated.
Given the Department's teaching, research and service commitments, the best way to accommodate the need for assessment in Biology
is for the Office of Academic Affairs to specifically recruit experienced faculty members whose workloads include the management and
administration of assessment exams and data analysis in the College of Arts and Sciences. Otherwise, the workloads of existing faculty
will need to be modified in ways that ultimately impact teaching efforts and the programmatic integrity of Biological Sciences. Additionally,
we have had considerable difficulties in formulating an alumni survey in FY09. While the latter is soluble and alumni mailing lists are
available from University Advancement, we do not have the time or personnel to promulgate it. It is our intention to initiate the alumni
survey in FY10.
Location of Published Outcomes
Program outcomes for Bachelor of Arts in Biological Sciences are available on the Biology Department's website
(www.uaa.alaska.edu/biology). A set of current program objectives and expected outcomes (p. 93, 2007-2008 UAA Catalogue) must be
revised and updated.
Submitted 6-11-09 36110f59-6b46-41cc-ac02-8f29c4e938c9.xls Mission & Context
Program Outcomes Assessment
Program BA Biological Sciences
Department Department of Biological Sciences
College/School College of Arts and Sciences
Academic Year 2009
Assessment Coordinator Jerry Kudenov
TABLE 2
PROGRAM OUTCOMES ASSESSMENT RESULTS
Current
Outcomes Indicators 5 Year Trend Data
Year
Standardized Biology
Weighted Average
Alumni Survey
Exit Survey
Test (ETS)
2003/2004
2004/2005
2005/2006
2006/2007
2007/2008
2008/2009
Grade B+ NG NG B+ B+ B+ B+ B+ B+ B+
Students will be knowledgeable of the central
1 conceptual models used in the major thematic areas Value 3.30 3.30
of biology.
Weight 1.00
Published Program Outcomes
Grade B+ NG NG B+ B+ B+ B+ B+ B+ B+
Students will be able to understand the vocabulary
2 specific to biological sciences in the major thematic Value 3.30 3.30
areas of biology
Weight 1.00
Students will report on their level of satisfaction with Grade NG B NG B+ __ B B B B PENDING
the biology program, including types, times, and
3 Value 3.00 3.00
quality of courses, quality of faculty, and quality of
advising Weight 1.00
Grade NG NA NG __ NA NA NA NA NA NA
The program will help biology majors in the pursuit of
4 Value 0.50 0.50
their career goals
Weight 0.50
Grade NG NA NG __ NA NA NA NA NA NA
One to three years after graduation, alumni will be
5 surveyed to determine their job category and/or Value 1.00 1.00
acceptance in Graduate School
Weight 1.00
Blank and shaded = Tool does not measure this published outcome.
Weights: 0.5 = Tool gives anecdotal indication of published outcome.
1 = Tool is a good measure of the published outcome
Submitted 6-11-09 36110f59-6b46-41cc-ac02-8f29c4e938c9.xls Outc Results
Program Outcomes Assessment Discussion
Program BA Biological Sciences
Department Department of Biological Sciences
College/School College of Arts and Sciences
Academic Year 2009
Assessment
Coordinator Jerry Kudenov
TABLE 3
ANALYSIS OF OUTCOME ASSESSMENT RESULTS
Note: Alternatively, an electronic word-processing document compatible with MS Word may be substituted for this table.
Outcome Result Explanation of the Results
In the Fall Semester, 2002, the Department began assessing our students by requiring all students enrolled in Undergraduate Seminar (Biol. 492) to take a
nationally normed major field test on which student scores will be analyzed (Major Field Test in Biology, Educational Testing Service, Princeton, NJ.). To
date, 40 students in the BA-Biological Sciences Major have taken the exam. The average score for these individuals on the Biology Exam was 155, 55% of
the national norm (e.g., 50% of institutions scored, on average, below 155). There were no differences in scores between our students taking the test
Students will be knowledgeable of the
between 2003 and 2009 academic years.
1 central conceptual models used in the B+
major thematic areas of biology. Overall, 37% of our BA students scored in the 90th percentile nationally, indicating that our curriculum is effective, but could be improved. In the 4 sub-
disciplines in Biology, our students scored lowest in the Organismal area, averaging in the 55th percentile nationally, which is an improvement over past
years but much work remains. Overall, our academic program appears to be improving and we judge it to be solidly above average in effectiveness. The
Department will subsequently discuss these results in light of our on-going curriculum revision which we initiated on 7 May 2007.
In the Fall Semester, 2002, the Department began assessing our students by requiring all students enrolled in Undergraduate Seminar (Biol. 492) to take a
nationally normed major field test on which student scores will be analyzed (Major Field Test in Biology, Educational Testing Service, Princeton, NJ.). To
date, 40 students in the BA-Biological Sciences Major have taken the exam. The average score for these individuals on the Biology Exam was 155, 55% of
Students will be able to understand the the national norm (e.g., 50% of institutions scored, on average, below 155). There were no differences in scores between our students taking the test
vocabulary specific to biological between 2003 and 2009 academic years.
2 B+
sciences in the major thematic areas of
Overall, 37% of our BA students scored in the 90th percentile nationally, indicating that our curriculum is effective, but could be improved. In the 4 sub-
biology.
disciplines in Biology, our students scored lowest in the Organismal area, averaging in the 55th percentile nationally, which is an improvement over past
years but much work remains. Overall, our academic program appears to be improving and we judge it to be solidly above average in effectiveness. The
Department will subsequently discuss these results in light of our on-going curriculum revision which we initiated on 7 May 2007.
The Department completed is actively building a database of current and graduating students. The survey has been sent to graduating students since
Students will report on their level of
Spring 2005; a total of 34/251 completed surveys have been returned through Spring 2008. Most remain fascinated with biology (4.8 or 96%); found biology
satisfaction with the biology program,
electives highly valuable (4.2 or 84%); thought a broader range of biology courses should be offered (4.3 or 86%); embraced opportunities to design and
3 including types, times, and quality of B+
conduct undergraduate research (4.25 or 85%); made long lasting friendships while at UAA (4.55 or 91%); and appreciated their biology faculty advisors and
courses, quality of faculty, and quality of
their advice (4.25 or 85%). The average GPA is 3.55 for all respondents who indicate that what they learned in Biology will pay off for them in job
advising.
opportunities and salary (4.5 or 90%).
The Department completed is actively building a database of current and graduating students. The survey has been sent to graduating students since
Spring 2005; a total of 34/251 completed surveys have been returned through Spring 2008. Most remain fascinated with biology (4.8 or 96%); found biology
The program will help biology majors in electives highly valuable (4.2 or 84%); thought a broader range of biology courses should be offered (4.3 or 86%); embraced opportunities to design and
4 NA
the pursuit of their career goals. conduct undergraduate research (4.25 or 85%); made long lasting friendships while at UAA (4.55 or 91%); and appreciated their biology faculty advisors and
their advice (4.25 or 85%). The average GPA is 3.55 for all respondents who indicate that what they learned in Biology will pay off for them in job
opportunities and salary (4.5 or 90%).
One to three years after graduation,
alumni will be surveyed to determine The alumni survey tool has not been implemented to date. UAA Advancement maintains a list of mailing/email addresses for UAA alumni. The Department
5 NA
their job category and/or acceptance in will meet this Fall to discuss formulate and implement this survey tool this coming semester.
Graduate School.
Submitted 6-11-09 36110f59-6b46-41cc-ac02-8f29c4e938c9.xls Outc Analysis
Program Improvement Recommendations Based on Assessment
Program BA Biological Sciences
Department Department of Biological Sciences
College/School College of Arts and Sciences
Academic Year 2009
Assessment
Coordinator Jerry Kudenov
TABLE 4
PROGRAM IMPROVEMENT RECOMMENDATIONS BASED ON ASSESSMENT RESULTS: CURRENT YEAR
Recommendation Outcome(s) Rationale for the Recommendation Resource Implications
Continued funding by CAS
The exam appears to be a suitable
Dean's Office. Faculty time for
Continue administering the ETS major Field Exam to all senior level students 1,2 vehicle for assessment, and should be
compiling and analyzing data and
continued.
writing annual report.
Process takes additional staff
time to print and mail/email to our
Continue administering and refining the exit exam to assess student satisfaction This will help us assess the strengths
3,4 alumni and graduating students
and preparedness. and effectiveness of our program
in addition to faculty time
required to evaluate the results
The alumni exam will require
modification of faculty workloads
Assessment instrument approved
Finalize and implement an alumni survey. 5 to complete plus additional staff
previously by Department
time to print and mail/email to our
graduates.
TABLE 5
ASSESSMENT PROCESS IMPROVEMENT RECOMMENDATIONS BASED ON ASSESSMENT RESULTS: CURRENT YEAR
Recommendation Outcome(s) Rationale for the Recommendation Resource Implications
The Office of Academic Affairs to provide funding to hire 2-3 tenured full-time The amount of faculty time and level of
faculty members (not necessarily from within the UA system) assigned prinicpally present assessment effort is inadequate
Dedicate 2-3 faculty lines, space,
to CAS and other colleges and schools whose prinicpal duties include managing 1, 2, 3, 4, 5 and Administrative efforts to instill and
start-up funds.
and administering annual assessments plus program and curriculum elicit faculty involvement, however well-
development in addition to their teaching and research duties.. intentioned, are counter-productive.
Programmatically, Biology must increase
the rate of student feedback and the
Revise timing of Exit Surveys to period (early May) when most all graduating
4,5 reliability of its Exit Survey database, Cost of duplication and mailing.
students are still on campus.
and students are not inclinced to fill-out
and return questionaires.
Programmatically, Biology must increase
Provide students with the preferred option of taking Exit Surveys anonymously the rate of student feedback and the
Staff time to enter Exit Exam on
through Blackboard at the end of the Spring semester and into early May when 4,5 reliability of its Exit Survey database,
Blackboard
most all graduating students are still on campus. and students are not inclinced to fill-out
and return questionaires.
Submitted 6-11-09 36110f59-6b46-41cc-ac02-8f29c4e938c9.xls Current Yr Recommendations
Provide financial leadership by
Guidance by Academic Affairs and workshops for all UAA units in assessment There seems to be a poorly defined
providing dedicated faculty
theory and strategies. In addition, what are UAA's purpose and goals in the goals and an academic disconnect
1, 2, 3, 4, 5 trained in assessment theory and
present assessment effort? How will Academic Affairs assist in the between administrative and faculty
measurement in major discipline
implementation of its goals as we begin the accreditation process? efforts on assessment.
areas.
Submitted 6-11-09 36110f59-6b46-41cc-ac02-8f29c4e938c9.xls Current Yr Recommendations
Program Improvement Recommendations Based on Assessment
Program BA Biological Sciences
Department Department of Biological Sciences
College/School College of Arts and Sciences
Academic Year 2009
Assessment
Coordinator Jerry Kudenov
TABLE 6
PROGRAM IMPROVEMENT RECOMMENDATIONS BASED ON ASSESSMENT RESULTS: PREVIOUS YEARS
Year Recommendation Outcome(s) Rationale for the Recommendation Resource Implications Actions Taken
Continued funding by CAS
The exam appears to be a suitable Exam has been given to 205
Continue administering the ETS major Field Dean's Office. Faculty time for
2008 1,2 vehicle for assessment, and should be students since 2005 of which 40
Exam to all senior level students. compiling and analyzing data and
continued. were BA-Biology majors.
writing annual report.
Process takes additional staff
The Alumni exam must include
Continue administering and refining the exit time to print and mail/email to our
This will help us assess the strengths relevant information for all alumni.
2008 exam to assess student satisfaction and 3,4 alumni and graduating students in
and effectiveness of our program The task has not been completed
preparedness. addition to faculty time required to
nor is it ready to implement.
evaluate the results
The alumni exam will require
The Alumni exam must include
modification of faculty workloads
Assessment instrument approved relevant information for all alumni.
2008 Finalize and implement an alumni survey. 5 to complete plus additional staff
previously by Department The task has not been completed
time to print and mail/email to our
nor is it ready to implement.
graduates.
TABLE 7
ASSESSMENT PROCESS IMPROVEMENT RECOMMENDATIONS BASED ON ASSESSMENT RESULTS: PREVIOUS YEARS
Year Recommendation Outcome(s) Rationale for the Recommendation Resource Implications Actions Taken
Hire a new faculty member in Biological Sciences
The amount of faculty time and level
with specialty in biological ediucation whose Dedicated faculty line, space,
2008 1, 2, 3, 4, 5 of present assessment effort is NA
duties include managing annual assessments start-up funds.
inadequate.
and both program and curriculum development.
Submitted 6-11-09 36110f59-6b46-41cc-ac02-8f29c4e938c9.xls Previous Yr Recommendations
Using email in an effort to reduce
Programmatically, Biology must Cost of duplication and mailing.
Revise timing of Exit Surveys to period (early costs while we continue to use
increase the rate of student feedback Data compilation and analysis.
2008 May) when most all graduating students are still 4, 5 the postal service; no
and the reliability of its Exit Survey Faculty workload modification for
on campus. modifications of faculty
database. 1 semester.
workloads.
Provide financial leadership by
Hire a new faculty member in Biological Sciences There seems to be a poorly defined
providing dedicated faculty
with specialty in biological ediucation whose goals and an academic disconnect
2008 1, 2, 3, 4, 5 trained in assessment theory and NA
duties include managing annual assessments between administrative and faculty
measurement in major discipline
and both program and curriculum development. efforts on assessment.
areas.
Submitted 6-11-09 36110f59-6b46-41cc-ac02-8f29c4e938c9.xls Previous Yr Recommendations
Values by Tool Year Average
Grade Table Grade Table
0 F A 4
0.3 F+ A- 3.7
0.7 D- B 3
1 D B- 2.7
1.3 D+ B+ 3.3
1.7 C- C 2
2 C C- 1.7
2.3 C+ C+ 2.3
2.7 B- D 1
3 B D- 0.7
3.3 B+ D+ 1.3
3.7 A- F 0
4 A F+ 0.3
NG NG
Submitted Month/Day/Year 36110f59-6b46-41cc-ac02-8f29c4e938c9.xls Grade Table
