Archived Assessment Report
| Program | Pre-Health Sciences AS Degree: Pre-Medical Concentration |
| Assessment Reporter | [email protected] |
| Theme | Practicing Community |
| Review Year | 2024-2025 - Midpoint Report |
| Learning Outcome (or Gen Ed Essential Skill) | Focus Area |
|---|---|
| 1. Communicate clearly, concisely, and with purpose in oral and written form. | Do students demonstrate clear and concise oral and/or written scientific communication? |
| 8. Analyze relevant issues utilizing concepts and evidence from the social/behavioral sciences. | Are students able to apply knowledge and comprehension of biomedical ethics in a discussion of genetic counseling? |
| Learning Outcome (or Gen Ed Essential Skill) | Description of Assessment Tool | Population or Courses Assessed | Hypothetical Analysis/Target |
|---|---|---|---|
| 1. Communicate clearly, concisely, and with purpose in oral and written form. | Oral report delivered during final genetics lab. | BIOL 2410L (Genetics Lab) | 75% of students should meet the threshold for report. |
| 8. Analyze relevant issues utilizing concepts and evidence from the social/behavioral sciences. | Homework on genetic counseling and discussion of biomedical ethics. | BIOL 2410 (Genetics Lecture) | 75% of students should meet threshold on the assignment. |
| Learning Outcome (or Gen Ed Essential Skill) | Summary of Results | Reflection on Focus Area | Intepretation of Results |
|---|---|---|---|
| 1. Communicate clearly, concisely, and with purpose in oral and written form. | 90% of the students meet the threshold | The results support that students learned the skills over the semester to demonstrate scientific communication by giving an oral presentation on a current area of research in the field of genetics. | These results show that students have gained knowledge in how to communicate a complex scientific topic to a general audience. |
| 8. Analyze relevant issues utilizing concepts and evidence from the social/behavioral sciences. | 92% of the students met the threshold for this assignment where they used the history of Henrietta Lacks as a jumping off point for a discussion about biomedical ethics and genetic counseling. | Students far exceeded the minimum threshold on this assignment. | It was observed that students really like this assignment which was demonstrated by the high level of participation in the discussion. This assignment allows students to consider larger social impacts of common practices in the scientific community and also reflect on historical changes in the field. |
| 1. Communicate clearly, concisely, and with purpose in oral and written form. | |
|---|---|
| Describe the change that was implemented. | There are no plans to make changes to the assessment tool at this time. Conclusions are based on a relatively small number of students, so assessment will be done again in Spring 25 to add to the sample size. |
| Type of Change | |
| Change in Assessment Approach or Tools? | N/A |
| What data motivated the change? | N/A |
| Hypothesis about the effect the change will have? | N/A |
| 8. Analyze relevant issues utilizing concepts and evidence from the social/behavioral sciences. | |
|---|---|
| Describe the change that was implemented. | There are no plans to make changes to the assessment tool at this time. Conclusions are based on a relatively small number of students, so assessment will be done again in Spring 25 to add to the sample size. |
| Type of Change | |
| Change in Assessment Approach or Tools? | N/A |
| What data motivated the change? | N/A |
| Hypothesis about the effect the change will have? | N/A |
| Learning Outcome (or Gen Ed Essential Skill) | Description of Assessment Tool | Population of Courses Assessed |
|---|---|---|
| 1. Communicate clearly, concisely, and with purpose in oral and written form. | Same tool from second round | BIOL 2410L (Genetics lab) |
| 8. Analyze relevant issues utilizing concepts and evidence from the social/behavioral sciences. | Same tool used for first round | BIOL 2410 (Genetics Lecture) |
| Learning Outcome (or Gen Ed Essential Skill) | Summary of Second Round Results | Intepretation of Results, Pre- and Post-Change | Follow up questions, possible next steps |
|---|
Describe any change in student achievement observed as part of this assessment process, and what led to those changes.
Describe long-term changes in the program(s) that the assessment process led to, and what motivated those changes?
What did you learn about the teaching and learning of "Practicing Community" in your programs?
Describe any external factors affecting the program or affecting assessment of the program.