Review Assessment Report
Part 1: Contact & Program Identification
| Report Year and Contact Information | ||
|---|---|---|
| Academic Year | Modified By | Date Modified |
| 2020-2021 | [email protected] | 2021-11-20T05:43:32.797Z |
| School | Name of Program | Courses |
|---|---|---|
| MSE | BIOL Science Gen Ed | BIOL 1215,BIOL 1215L,BIOL 1140,BIOL 1130,BIOL 1140L,BIOL 2110L,BIOL 1110,BIOL 2110,BIOL 1110L,BIOL 1130L,BIOL 1125 |
Part 2: Program Summary
| Provide a high level review of the program to include highlights, successes, challenges, significant changes, and significant resources needed to support the program |
|---|
The Biology General Education assessment includes data from non-majors, health science majors, and Biology majors. The shift of courses to an online format due to the pandemic appears to have negatively impacted how students performed on assessment questions. A number of the courses assessed are laboratory based courses that are typically delivered in person and involve hands on activities for the students to complete prior to the assessment. The hands on activities proved challenging to transition to an online format, although feedback from students suggest that they like taking labs online. The assessment data seems to indicate that students benefit from a hands on component to labs. The Biology department did successfully transition 9 different labs, which was an impressive effort on the part of faculty. Assessment questions also had to be adapted to be delivered in an online format. |
Part 3: Data Review
| 2018-2019 | 2019-2020 | 2020-2021 | |
|---|---|---|---|
| Annual number of graduate awards is greater than 10 | n/a | n/a | n/a |
| Number of declared majors | n/a | n/a | n/a |
| Average Class Size | 25.7 | 24.7 | 21.4 |
| Annual Average Class withdrawal rate is 30% or below (SAGE 35%) | 16% | 19% | 19% |
| Annual C-Pass rate for coursework is 60% or above | 65% | 64% | 59% |
| Average class fill rate at 60% or above capacity within a term or over a year | 79% | 77% | 74% |
| Graduate Transfer to 4-year Schools | n/a | n/a | n/a |
| Full-time Faculty Coverage by Section | 60% | 56% | 51% |
| Summarize how your program met or did not meet the target measures based on the data above |
|---|
For Biology the class fill rate is at 74%, which is above the target of 60%. However, the fill rate dropped as compared to previous years, likely due to the pandemic and shift of classes to an online format.
The Biology courses are maintaining an 81% retention rate (with a 19% withdrawal rate). Retention has not dropped from the previous year although has dropped slightly compared to the 2018-2019 year (which is the last set of data pre-pandemic).
This year the C-pass rate is at 59% which is just below the target of 60%. This is likely due to the ongoing pandemic. Fall 2020 and Spring 2021 courses for Biology General Education were delivered all online. Students struggled with the online format which likely accounts for the drop.
The Graduation rate is N/A for this report.
|
Part 4: Program Learning Outcome Analysis
| Learning Outcome | Population or Course(s) Assessed | Description | Summary of Assessment Results |
|---|---|---|---|
| 1a. Critical Thinking: Problem Setting | BIOL 1110L, BIOL1125, BIOL1130L, BIOL1215L, BIOL2110L |
| BIOL1110L: This required the students to correctly identify a hypothesis statement. On the final exam 164/231(71%) students were able to correctly identify a hypothesis statement.
BIOL1125: This was an assignment where the student needed to design an experiment to test a hypothesis that the student developed. The student needed to have a 70% or higher on the assignment, 66/80(82.5%)
BIOL1130L: This was an assignment where the student needed to determine if a hypothesis was supported or disproven. For this assignment 63/81(78%) of students correctly identified the outcome of the experiment.
BIOL:1215L: In the one section of this course 13/17(76%) of students had a correct response.
BIOL2110L: This assessment was converted from a lab report to an exam question due to the movement of courses online. In setting up a problem 117/164(71.3%) were correctly able to set up a problem related to Biology. |
| 1a. Critical Thinking: Problem Setting | BIOL 1110L, BIOL1125, BIOL1130L, BIOL1215L, BIOL2110L |
| BIOL1110L: This required the students to correctly identify a hypothesis statement. On the final exam 164/231(71%) students were able to correctly identify a hypothesis statement.
BIOL1125: This was an assignment where the student needed to design an experiment to test a hypothesis that the student developed. The student needed to have a 70% or higher on the assignment, 66/80(82.5%)
BIOL1130L: This was an assignment where the student needed to determine if a hypothesis was supported or disproven. For this assignment 63/81(78%) of students correctly identified the outcome of the experiment.
BIOL:1215L: In the one section of this course 13/17(76%) of students had a correct response.
BIOL2110L: This assessment was converted from a lab report to an exam question due to the movement of courses online. In setting up a problem 117/164(71.3%) were correctly able to set up a problem related to Biology. |
| 1a. Critical Thinking: Problem Setting | BIOL 1110L, BIOL1125, BIOL1130L, BIOL1215L, BIOL2110L |
| BIOL1110L: This required the students to correctly identify a hypothesis statement. On the final exam 164/231(71%) students were able to correctly identify a hypothesis statement.
BIOL1125: This was an assignment where the student needed to design an experiment to test a hypothesis that the student developed. The student needed to have a 70% or higher on the assignment, 66/80(82.5%)
BIOL1130L: This was an assignment where the student needed to determine if a hypothesis was supported or disproven. For this assignment 63/81(78%) of students correctly identified the outcome of the experiment.
BIOL:1215L: In the one section of this course 13/17(76%) of students had a correct response.
BIOL2110L: This assessment was converted from a lab report to an exam question due to the movement of courses online. In setting up a problem 117/164(71.3%) were correctly able to set up a problem related to Biology. |
| 1a. Critical Thinking: Problem Setting | BIOL 1110L, BIOL1125, BIOL1130L, BIOL1215L, BIOL2110L |
| BIOL1110L: This required the students to correctly identify a hypothesis statement. On the final exam 164/231(71%) students were able to correctly identify a hypothesis statement.
BIOL1125: This was an assignment where the student needed to design an experiment to test a hypothesis that the student developed. The student needed to have a 70% or higher on the assignment, 66/80(82.5%)
BIOL1130L: This was an assignment where the student needed to determine if a hypothesis was supported or disproven. For this assignment 63/81(78%) of students correctly identified the outcome of the experiment.
BIOL:1215L: In the one section of this course 13/17(76%) of students had a correct response.
BIOL2110L: This assessment was converted from a lab report to an exam question due to the movement of courses online. In setting up a problem 117/164(71.3%) were correctly able to set up a problem related to Biology. |
| 1a. Critical Thinking: Problem Setting | BIOL 1110L, BIOL1125, BIOL1130L, BIOL1215L, BIOL2110L |
| BIOL1110L: This required the students to correctly identify a hypothesis statement. On the final exam 164/231(71%) students were able to correctly identify a hypothesis statement.
BIOL1125: This was an assignment where the student needed to design an experiment to test a hypothesis that the student developed. The student needed to have a 70% or higher on the assignment, 66/80(82.5%)
BIOL1130L: This was an assignment where the student needed to determine if a hypothesis was supported or disproven. For this assignment 63/81(78%) of students correctly identified the outcome of the experiment.
BIOL:1215L: In the one section of this course 13/17(76%) of students had a correct response.
BIOL2110L: This assessment was converted from a lab report to an exam question due to the movement of courses online. In setting up a problem 117/164(71.3%) were correctly able to set up a problem related to Biology. |
| 1b. Critical Thinking: Evidence Acquisition | BIOL 1110L, BIOL1130L |
| BIOL1110L: The assessment for this outcome was a three part question, with the students needing to identify the independent, dependent, and control variables in a provided experiment. For the first question 128/231(55%) of students correctly identified the independent variable. For the second question 127/231(55%) of students correctly identified the dependent variable. For the third question only 117/231(51%) of students correctly identified the control variable.
BIOL1130L: Students were presented with a data table on the final exam only 33/81(41%) of students could correctly interpret the data presented. |
| 1b. Critical Thinking: Evidence Acquisition | BIOL 1110L, BIOL1130L |
| BIOL1110L: The assessment for this outcome was a three part question, with the students needing to identify the independent, dependent, and control variables in a provided experiment. For the first question 128/231(55%) of students correctly identified the independent variable. For the second question 127/231(55%) of students correctly identified the dependent variable. For the third question only 117/231(51%) of students correctly identified the control variable.
BIOL1130L: Students were presented with a data table on the final exam only 33/81(41%) of students could correctly interpret the data presented. |
| 1c. Critical Thinking: Evidence Evaluation | BIOL 1110L, BIOL1125, BIOL1130 |
| BIOL1110L: For this outcome students needed to correctly identify the peak heart rate on a graph that was provided. There were 17 online sections of this course with 109/231(47%) of students able to correctly identify the peak heart rate.
BIOL1125: In order to assess critical thinking and evidence acquisition students were given an assignment involving the identification of primary, secondary, and gray literature. Students needed a score of 70% or higher on the assignment to pass. There were 39/80(49%) of students who were able to differentiate primary, secondary, and gray literature sources.
BIOL1130L: For this outcome students needed to correctly interpret a CSI-type question on the final exam. There were 37/81(46%) who correctly answered the final exam question. |
| 1c. Critical Thinking: Evidence Evaluation | BIOL 1110L, BIOL1125, BIOL1130 |
| BIOL1110L: For this outcome students needed to correctly identify the peak heart rate on a graph that was provided. There were 17 online sections of this course with 109/231(47%) of students able to correctly identify the peak heart rate.
BIOL1125: In order to assess critical thinking and evidence acquisition students were given an assignment involving the identification of primary, secondary, and gray literature. Students needed a score of 70% or higher on the assignment to pass. There were 39/80(49%) of students who were able to differentiate primary, secondary, and gray literature sources.
BIOL1130L: For this outcome students needed to correctly interpret a CSI-type question on the final exam. There were 37/81(46%) who correctly answered the final exam question. |
| 1c. Critical Thinking: Evidence Evaluation | BIOL 1110L, BIOL1125, BIOL1130 |
| BIOL1110L: For this outcome students needed to correctly identify the peak heart rate on a graph that was provided. There were 17 online sections of this course with 109/231(47%) of students able to correctly identify the peak heart rate.
BIOL1125: In order to assess critical thinking and evidence acquisition students were given an assignment involving the identification of primary, secondary, and gray literature. Students needed a score of 70% or higher on the assignment to pass. There were 39/80(49%) of students who were able to differentiate primary, secondary, and gray literature sources.
BIOL1130L: For this outcome students needed to correctly interpret a CSI-type question on the final exam. There were 37/81(46%) who correctly answered the final exam question. |
| 1d. Critical Thinking: Reasoning/Conclusion | BIOL 1130L and BIOL 1110L | BIOL1110L: For this outcome students needed to correctly identify the peak heart rate on a graph that was provided. There were 17 online sections of this course with 109/231(47%) of students able to correctly identify the peak heart rate.
BIOL 1130L: For this outcome students needed to correctly identify a blood type in a question on the final exam. There were 8 online sections of this course with 42/81(52%) of students able to correctly identify the blood type. | |
| 1d. Critical Thinking: Reasoning/Conclusion | BIOL 1130L and BIOL 1110L | BIOL1110L: For this outcome students needed to correctly identify the peak heart rate on a graph that was provided. There were 17 online sections of this course with 109/231(47%) of students able to correctly identify the peak heart rate.
BIOL 1130L: For this outcome students needed to correctly identify a blood type in a question on the final exam. There were 8 online sections of this course with 42/81(52%) of students able to correctly identify the blood type. | |
| 2a. Personal and Social Responsibility: Intercultural reasoning and intercultural competence | BIOL 1125 |
| BIOL1125: In order to assess intercultural reasoning, the students submitted an assignment discussing the role of modifications of the skin in various cultural applications. The student had to score a 70% or higher on the assignment to be scored as passing. There were a total of 4 sections of this course with 70/80(87.5%) of students scoring a 70% or higher on the assignment. |
| 2b. Personal and Social Responsibility: Sustainability and the natural and human worlds | BIOL 1215L |
| BIOL1215L: Students needed to complete a lab report and in the lab report explain how the information relates to sustainability and/or the natural world. The data for the Fall 2020 semester was not collected. There was one section in the Spring 2021 semester where 13/17(76%) passed the assessment. |
| 3a. Quantitative Reasoning: Communication/Representation of Quantitative Information | BIOL 1110L, BIOL1140L |
| BIOL1110L: There were 17 online sections of this course. The heart rate graph had to be reworked to be delivered in an online format. The students had to interpret heart rate after exercise, with 109/231(47%) of students being able to correctly interpret the graph. The online delivery of this question may account for the drop in student's correctly answering the question.
BIOL1140L: There were 2 questions on the final exam for this LO. The first question involved identifying the equation for estimating cell size and the second question was the application of the equation to solve a problem. There were 58 online sections for this course. For identifying the equation, 465/821(56.6%) of students could correctly identify the equation in a multiple choice question. Overall 332/821(40.4%) of students were correctly able to solve the estimating cell size question. |
| 3a. Quantitative Reasoning: Communication/Representation of Quantitative Information | BIOL 1110L, BIOL1140L |
| BIOL1110L: There were 17 online sections of this course. The heart rate graph had to be reworked to be delivered in an online format. The students had to interpret heart rate after exercise, with 109/231(47%) of students being able to correctly interpret the graph. The online delivery of this question may account for the drop in student's correctly answering the question.
BIOL1140L: There were 2 questions on the final exam for this LO. The first question involved identifying the equation for estimating cell size and the second question was the application of the equation to solve a problem. There were 58 online sections for this course. For identifying the equation, 465/821(56.6%) of students could correctly identify the equation in a multiple choice question. Overall 332/821(40.4%) of students were correctly able to solve the estimating cell size question. |
| 3b. Quantitative Reasoning: Analysis of Quantitative Arguments | BIOL 1110L, BIOL1140L, BIOL1215L, BIOL2110L | Due to the shift of classes from f2f to online data for Fall 2020 semester was not collected in BIOL1215L & 1140L for this outcome.
BIOL1110L: There were 2 assessment questions. There were 17 sections with 211/231(91%) students correctly solving a Punnett Square and 160/231(69%) students correctly predicting the probability of disease.
BIOL1140L: For the Spring 2021 semester the question was included in 28 sections of the course with 214/387 students correctly being able to interpret the graph and answer the question. This represents 55% of students correctly using quantitative reasoning to interpret data presented on patient's heart rate.
BIOL1215L: For the Spring 2021 semester 12/17(71%) of students successfully completed the lab report.
BIOL 2110L: For Fall and Spring 2021 95/164(58%) of students answered a final exam question. Due to the switch to an online format, the lab report could not be transitioned to online. | |
| 3b. Quantitative Reasoning: Analysis of Quantitative Arguments | BIOL 1110L, BIOL1140L, BIOL1215L, BIOL2110L | Due to the shift of classes from f2f to online data for Fall 2020 semester was not collected in BIOL1215L & 1140L for this outcome.
BIOL1110L: There were 2 assessment questions. There were 17 sections with 211/231(91%) students correctly solving a Punnett Square and 160/231(69%) students correctly predicting the probability of disease.
BIOL1140L: For the Spring 2021 semester the question was included in 28 sections of the course with 214/387 students correctly being able to interpret the graph and answer the question. This represents 55% of students correctly using quantitative reasoning to interpret data presented on patient's heart rate.
BIOL1215L: For the Spring 2021 semester 12/17(71%) of students successfully completed the lab report.
BIOL 2110L: For Fall and Spring 2021 95/164(58%) of students answered a final exam question. Due to the switch to an online format, the lab report could not be transitioned to online. | |
| 3b. Quantitative Reasoning: Analysis of Quantitative Arguments | BIOL 1110L, BIOL1140L, BIOL1215L, BIOL2110L | Due to the shift of classes from f2f to online data for Fall 2020 semester was not collected in BIOL1215L & 1140L for this outcome.
BIOL1110L: There were 2 assessment questions. There were 17 sections with 211/231(91%) students correctly solving a Punnett Square and 160/231(69%) students correctly predicting the probability of disease.
BIOL1140L: For the Spring 2021 semester the question was included in 28 sections of the course with 214/387 students correctly being able to interpret the graph and answer the question. This represents 55% of students correctly using quantitative reasoning to interpret data presented on patient's heart rate.
BIOL1215L: For the Spring 2021 semester 12/17(71%) of students successfully completed the lab report.
BIOL 2110L: For Fall and Spring 2021 95/164(58%) of students answered a final exam question. Due to the switch to an online format, the lab report could not be transitioned to online. | |
| 3b. Quantitative Reasoning: Analysis of Quantitative Arguments | BIOL 1110L, BIOL1140L, BIOL1215L, BIOL2110L | Due to the shift of classes from f2f to online data for Fall 2020 semester was not collected in BIOL1215L & 1140L for this outcome.
BIOL1110L: There were 2 assessment questions. There were 17 sections with 211/231(91%) students correctly solving a Punnett Square and 160/231(69%) students correctly predicting the probability of disease.
BIOL1140L: For the Spring 2021 semester the question was included in 28 sections of the course with 214/387 students correctly being able to interpret the graph and answer the question. This represents 55% of students correctly using quantitative reasoning to interpret data presented on patient's heart rate.
BIOL1215L: For the Spring 2021 semester 12/17(71%) of students successfully completed the lab report.
BIOL 2110L: For Fall and Spring 2021 95/164(58%) of students answered a final exam question. Due to the switch to an online format, the lab report could not be transitioned to online. | |
| 3c. Quantitative Reasoning: Application of Quantitative Models | BIOL 1110L and BIOL 1140L | BIOL1110L: The students needed to interpret a genotype from a Punnett Square. There were 17 online sections of this course for the Fall and Spring term with 183/231 students correctly identifying a genotype from a Punnett Square analysis. This represents 79% of students correctly using quantitative reasoning to solve a problem.
BIOL1140L: The students needed to estimate cell size. There were 58 online sections of this course for the Fall and Spring term with 332/882 (40.4%) of students correctly being able to estimate the size of a cell. This represents a signification drop from previous years when this question was delivered f2f. | |
| 3c. Quantitative Reasoning: Application of Quantitative Models | BIOL 1110L and BIOL 1140L | BIOL1110L: The students needed to interpret a genotype from a Punnett Square. There were 17 online sections of this course for the Fall and Spring term with 183/231 students correctly identifying a genotype from a Punnett Square analysis. This represents 79% of students correctly using quantitative reasoning to solve a problem.
BIOL1140L: The students needed to estimate cell size. There were 58 online sections of this course for the Fall and Spring term with 332/882 (40.4%) of students correctly being able to estimate the size of a cell. This represents a signification drop from previous years when this question was delivered f2f. |
| Interpretation of Assessment findings |
|---|
Overall assessment scores dropped with the movement to all online courses. Since all courses being assessed this cycle were lab classes (or a lecture class with a lab component), it suggests that the online environment does not simulate in person, hands on lab experiments. In general if the assessment was a proctored question (like on a final exam) students did not perform well; however, more students were successfully able to answer the assessment question if the assessment tool was an assignment. |
Part 5: Additional Action Plan in Support of Student Learning (If Appropriate)
| Upcoming Year | Changes Planned for the upcoming year | Data Motivating this change |
|---|---|---|
| 2021-2022 | Courses that had to modify assessment questions due to the shift online, will revert to the previous versions of the assessment questions since classes have returned to in person. | Students don't do well in lab courses online. |
| 2021-2022 | ||
| 2021-2022 |