Weber State University Annual Assessment of Evidence of ......The Portfolio consists of a...

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Weber State University Annual Assessment of Evidence of Learning

Cover Page Department/Program: Botany Academic Year of Report: 2013-2014 Date Submitted: November 17, 2014 Report author: Barbara Wachocki Contact Information: Phone: 801-626-7223 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://weber.edu/oie/department_results.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 current. 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 current.

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 Student Learning Outcomes are current.

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

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


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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.

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.

If the plan is not current, please provide an update: 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.).

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. An updated Assessment Plan is as follows: General Education Life Science (LS) courses:

The four Botany’s Gen Ed courses are assessed using questions on exams that address either the Natural Science or Life Science Gen Ed Learning Outcomes. This is done using Scan-Tron or Chi-Tester grading of individual questions within a category. In addition, written assessment is done through essay questions, written papers, or assignments that assess one or more Learning Outcomes.

Courses within the major:

For many years, the Botany Department has been requiring that majors complete a Student Portfolio. The portfolio is introduced in

Botany 2121 (Career Planning for Botanists) and is added to throughout the student’s studies at WSU. Students complete and polish



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their portfolios in BTNY 4980 (Portfolio Summative Assessment), taken in their final semester. The portfolios are also graded in this

course. Each Botany course emphasizes some or all of the Botany Learning Outcomes to varying degrees and helps students develop

skills, knowledge, and experience that they can document in their portfolio (see Curriculum Map. C.2).

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 are 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 also requires a written statement as to how the capstone experience impacted them (see Appendix G).

General Education LS Assessment Schedule:

Area and Course SUM 2014

FALL 2014

SP 2015 SU 2015 F 2015 SP 2016 SU 2016 F 2016 SP 2017

LIFE SCIENCES

BTNY 1203 X X X X X X X X X

BTNY 1303 X X X X X X

BTNY 1370 X X X

BTNY 1403 X X X X X X Courses within the Major Assessment Schedule:

NOTE: One new faculty member has been hired and another will be hired this year to replace retirees. Hence, the course load may change and the assessment schedule will have to be adjusted accordingly. The following assessment schedule is tentative:

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

Area and Course 2014-2015 2015-2016 2016-2017

LIFE SCIENCES

BTNY 2104 X

BTNY 2114 X

BTNY 3105 X

BTNY 3153 X

BTNY 3204 X

BTNY 3214 X

BTNY 3303 X

BTNY 3454 X

BTNY 3504 X

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

c. Assessment schedules for the other courses within the major will be done as new faculty members are hired.

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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 65%. Assessment Threshold Core lab courses for Botany majors and minors is 67%. Assessment Threshold for upper division courses within the major is 70%.

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a. Evidence of Learning: Courses within the Major (duplicate this page as needed)

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

(NOTE: Threshold for Evidence of Student Learning is 70% out of 100%) BTNY 4890 (Co-Operative Work Experience)(N=1; Fall 2013)

Evidence of Learning: High Impact Service Learning Program Learning Goal Students will…

Measurable Learning Outcome Students will…

Method of Measurement Direct and Indirect Measures*

Findings Linked to Learning Outcomes

Interpretation of Findings

Action Plan/Use of Results

BTNY 4890: Cooperative Work Experience (N=1 student paid competitive internship)

Goal 1: gain real-world experience and skills working in a Botany related field on a paid or volunteer basis.

Learning Outcome 1. acquire Research Skills

Measure 1: Evaluation sheet filled out by Co-Op supervisors. They are scored on a scale of 1-5 on 8 skill-related criteria.

Measure 1: The Co-Op student evaluated in 2013-2014 averaged 92% on 8 skill-related criteria.

Measure 1: Co-Op demonstrated that they gained Botany-related skills.

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

Goal 2: gain real world experience in social/people-related areas.

Learning Outcome 2. Acquire social/people skills (Affective Domain)

Measure 1: Evaluation sheet filled out by Co-Op supervisors. They are scored on a scale of 1-5 on 8 social/people-related criteria.

Measure 1: The Coop student evaluated in 2013-2014 averaged 95% on 8 social/people-related criteria.

Measure 1: Co-Op demonstrated that they gained social/people-related skills.


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b.ii. Indirect Evidence of High Impact or Service Learning:

1. Three graduating Botany students were nominated for and received the Young Botanist Award from the Botanical Society of America: http://botany.org/awards_grants/detail/bsayby.php

http://botany.org/awards_grants/detail/bsayby.php

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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)

(NOTE: Threshold for Evidence of Student Learning is 65% out of 100%) BOTANY LS 1203 (Plant Biology), 1 section each for Summer 2013, Fall 2013, and Spring 2014 (N=139; 44 students in Summer 2013, 46 students in Fall 2013, and 49 students in Spring 2014)

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

BTNY LS1203 Program Learning Goal Students will…






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: 4 multiple choice questions per section; three class sections

Measure 1: 72.1% of students answered the questions correctly.

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: 3 multiple choice and 1 essay question per section


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


Goal 3:…understand that the study of science provides explanations that have

Natural Science Learning Outcome 3: Science and Society

Measure 1: 3 multiple choice questions and 1 essay question per section


Measure 1: Students successfully demonstrated an understanding of the


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significant impact on society, …and better understanding of human influences on the earth’s environment.

impact of science on society.

Measure 2: Three summary + response papers to student-selected research articles from the journal Economic Botany

Measure 2: Average score was 86.9% on the papers, with a standard deviation of 5.3%. (N=348 papers. Not all students who enroll in the class turn in the papers, even though they account for 15% of the final grade.)

Measure 2: Students demonstrated an understanding of how societies use plant species, both cultivated and native, and how harvesting plants from nature can affect ecosystems.


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: Many students cannot (or won’t) do the basic arithmetic needed to analyze data.

Measure 1: More practice might be helpful and will be incorporated into the course.


Measure 2: Average score was 86.9% on the papers, with a standard deviation of 5.3%. (N=348 papers. Not all students who enroll in the class turn in the papers, even though they account for 15% of the final grade.)

Measure 2: Students articulated the purpose, methodology, data, and conclusions presented in the research papers that they read.


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

Life Science Learning Outcome 1: Levels of Organization



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


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organisms and ecosystems.

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



Measure 1: Students successfully demonstrated an understanding of basic metabolism and homeostasis


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

Measure 1: 17 multiple choice questions and 3 essay questions per section


Measure 1: Students did not successfully demonstrate an understanding of genetics, evolution, & Natural Selection.

Measure 1: The exam that includes genetics (heredity) has several math questions that many students do poorly on. More practice (and Math preparation) is required.

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

Life Science Learning Outcome 4: Ecological Interactions

Measure 1: 6 multiple choice questions and 1 essay question per section.


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



Measure 2: Average score was 86.9% on the papers, with a standard deviation of 5.3%. (N=348 papers. Not all students who enroll in the class turn in the papers, even though

Measure 2: Students demonstrated an understanding of how human actions with regard to utilization of plants can impact the ecosystem.


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they account for 15% of the final grade.)

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(NOTE: Threshold for Evidence of Student Learning is 65% out of 100%) BOTANY LS 1403 (Environment Appreciation), 1 section in Fall 2013 (N=50)

Evidence of Learning: General Education Courses – please complete one table for each GE course BTNY LS1403 Program Learning Goal Students will…






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 multiple choice questions on exams


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: 3 multiple choice questions on exams.

Measure 1: 76.7% of the students answered the questions correctly.

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


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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 extends to organisms and ecosystems.

Life Science Learning Outcome 1: Levels of Organization



Measure 1: Students did not successfully demonstrate an understanding of the levels of organization at the threshold set.

Measure 1: Students seem to have more difficulty with chemistry. Additional assistance, such as links to online tutorial videos will be used.

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



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

Measure 1: These topics are complex and students will be encouraged to use internet resources for videos on photosynthesis, etc.

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


Measure 1: 72% of the students answered the questions correctly.

Measure 1: Students successfully demonstrated an understanding of genetics, evolution, & Natural Selection.

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

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

Life Science Learning Outcome 4: Ecological Interactions



Measure 1: Students did not demonstrate an understanding of ecological interactions at the threshold set, although the threshold was almost met.

Measure 1: Additional emphasis will be placed on ecological interactions.

G. Summary of Artifact Collection Procedure

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

Gen Ed Learning Outcomes; Knowledge and comprehension; skills

Exams are every given 3-4 times per semester

Excel files

BTNY LS1403 Scores for exams

Gen Ed Learning Outcomes; Knowledge and comprehension; skills

Exams are every given 2-4 times per semester

Excel files

BTNY 4890 Evaluation by Co-Op Supervisor

Knowledge and comprehension; Skills

End of the semester Hard copies of Supervisor evaluations in file cabinet

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

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Full-time Tenured 4 Full-time Non-Tenured (includes tenure-track) 1 Part-time With Master’s Degrees 2 Full-time Tenured Full-time Non-Tenured Part-time 2 With Bachelor’s Degrees 1 Full-time Tenured Full-time Non-tenured Part-time 1 Other Full-time Tenured Full-time Non-tenured Part-time Total Headcount Faculty Full-time Tenured 4 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? Overall, the courses assessed in 2013-2014 showed that student understanding of Learning Outcomes was at or above the threshold levels established. Areas requiring math are still troublesome. BTNY 1203: This year’s data were all from On-line courses. The data did not specifically include questions from the pool of questions compiled by the Gen Ed LS Subcommittee. BTNY 1403: This year’s data did not specifically include questions from the pool of questions compiled by the Gen Ed LS Subcommittee. The data compiled for Fall 2014 will be based on the LS Gen Ed Committee’s pool of questions. We are discussing the possibility of having two sets of questions, the first from the pool of questions and the second with our questions. Comparative data will be useful in determining the best way to proceed in the future.

BTNY 4890: Our Co-Op students continue to perform extremely well in Botany-related work situations. Young Botanist Awards (as indirect evidence of achievement of Botany Learning Outcomes): 2013-2014 was an

exceptional year for Botany due to the fact that so many of our seniors were involved in high level research projects.

2) With whom did you share the results of the year’s assessment efforts? The Botany faculty discussed the assessment results.

3) Based on your program’s assessment findings, what subsequent action will your program take? a. Gen Ed LS courses: The Botany Department used the questions that the Gen Ed LS Subcommittee compiled to

assess the Gen ED LS/NS Learning Outcomes in BTNY 1403. We also tried to use them in other Gen Ed courses, but found that they are often either too specific to a particular subject or too vague. As a department, we have decided to incorporate the LS Gen Ed questions from the “pool” in some manner, either as embedded questions or a separate graded set in our gen Ed courses. However, we will also use our own aligned questions and compare the results.

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b. Certain topics are difficult for students to grasp (basic chemistry, photosynthesis, respiration, biomolecules, DNA

and protein synthesis, etc.). In many of the sections, we now post links to selected tutorial videos to give students another resource from which to learn. Data collected in 2014-2015 should help to see if this has been effective.

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