Bachelor of Science in Conservation Biology (CB) December 30, 2008 (J. Gibbs)
Learning Outcome(what students should be able to do upon completion of the program) / Where Addressed in the Program1 / How Assessed2 / Assessment Results
(see following narrative) / Response to Results
(see following narrative)
1. Articulate the goals of conservation biology, that is, to maintain biological diversity in all its expressions / EFB120; EFB320; EFB413: Intro. Cons. Biol.; EFB414: Senior Synthesis
EFB419: Problem-solving Cons. Biol.; Directed Electives (Applied conservation biology; Human dimensions) / Performance on (1) specific questions intended to measure learning outcome that are embedded in exams internal to Intro. Conservation Biology and (2) specific, relevant exercise modules within Problem-solving course / These assessment methods will be applied to students for the first time in the Summer and Fall of 2009. / Revised performance tracking in relevant assessment areas
2. Describe the concept of biodiversity and its key component concepts of taxonomy, ecology, genetics, geography, and evolution / EFB101-104; EFB 202; EFB307; EFB308; EFB311; EFB320; EFB413: Intro. Cons. Biol.; EFB419: Problem-solving Cons. Biol.; Directed Electives (Organismal diversity; Field experience elective) / Performance on (1) specific questions intended to measure learning outcome that are embedded in exams internal to Intro. Conservation Biology and (2) course-specific grades among the “Organismal diversity” electives and other relevant courses / As in 1. / As in 1.
3. Explain why biological diversity is important, that is, nature’s intrinsic and instrumental values / EFB413: Intro. Cons. Biol.;
EFB419: Problem-solving Cons. Biol. / Performance on (1) specific questions intended to measure learning outcome that are embedded in exams internal to Intro. Conservation Biology and (2) specific, relevant exercise modules within Problem-solving course / As in 1. / As in 1.
4. Describe the threats to biological diversity, that is, direct harvesting, habitat destruction, and introduction of non-native species, among others, and their interactions / EFB120; EFB 202; EFB413: Intro. Cons. Biol.; EFB419: Problem-solving Cons. Biol.; Directed Electives (Organismal diversity Applied conservation biology; Field experience elective) / Performance on (1) specific questions intended to measure learning outcome that are embedded in exams internal to Intro. Conservation Biology and (2) specific, relevant exercise modules within Problem-solving course / As in 1. / As in 1.
5. Specify context- appropriate actions needed to protect and restore biological diversity, that is, endangered species recovery, designating ecological reserves, ecosystem restoration, captive breeding, population management, invasive species management, interfacing with in the policy-making process, educating others, and combinations thereof. / Directed Electives (Organismal diversity; Applied conservation biology; Human dimensions) / Performance on (1) specific questions intended to measure learning outcome that are embedded in exams internal to Intro. Conservation Biology and (2) specific, relevant exercise modules within Problem-solving course / As in 1. / As in 1.
6. Be effective as a conservation biology professional by having mastered basic competencies: natural history broadly speaking, field methods, quantitative assessment and data analysis, taxonomic expertise in at least one major group of organisms, written and oral communication in technical-, popular- and policy-specific genres, familiarity with relevant policy, law and government at local, regional, national and international levels, ability to critique of evidence/research products/proposals/work plans/budgets, and awareness of issues of professional conduct and ethics. / EFB 202; EFB414: Senior synthesis; EFB419: Problem-solving Cons. Biol.; EFB420/498: Internship or Research Experience; Directed Electives (Human dimensions; Communications; Technical skills; Field experience elective); APM 105; APM391 / Assessment of performance in professional capacity during (1) Internships/Research experience and (2) capstone project for Senior synthesis / As in 1. / As in 1.
1This list includes the key program components that deal with the listed outcome. An online Appendix includes a full matrix of courses and outcomes at XXXXXXXXXXXXXXX and a full explanation of program requirements is given in the Curriculum Plan Sheet, at XXXXXXXX.
2Performance standards are based on the average grade of Conservation Biology students in the indicated outcome-focused embedded exercise, question or question subset, or the final course grade (if the entire course focused on the learning outcome) scaled as follows: F does not meet the standard; D, C- are approaching the standard; C, C+, B-, B meet the standard; B+, A-, A exceed the standard.
Explanation
History. The B.S. in Conservation Biology was first offered to ESF students in the Fall semester 2004 in response to (1) an increased desire among undergraduates for training focused on conservation of biological diversity, (2) increased recognition at the societal level of the need to address the biodiversity crisis and (3) realization that EFB was somewhat uniquely positioned at the national level in terms of existing capacity to mount a new undergraduate major in this area.
Assessment cycle. Data used to assess each learning outcome will be collected annually, beginning in 2009. Full program assessment will occur at 3-year intervals, beginning in 2012, but we will evaluate our assessment methods in 2010.
Results of previous assessment. Formal learning outcomes have been established only recently, so no assessment has yet focused on them. However, we have undertaken unstructured assessments involving faculty discussions and received much feedback from students. Based on this feedback a few minor changes have been made or are being made:
1. Dropped freshman seminar in conservation biology. At its inception the conservation biology major had as a requirement a 1-hour freshman seminar intended to introduce new students to the topic area and facilitate them establishing relationships with other students enrolled in the major. After two years we determined that the seminar competed and was somewhat redundant with the EFB-wide freshman seminar (EFB 132) that also was initiated at the same time and that our enrollees were also required to take. Therefore we decided to drop the freshman seminar in conservation biology as a requirement and to discontinue offering it, thereby also freeing up the faculty member teaching the course to offer another advanced course suitable for many students in the major.
2. Developed a more structured evaluation procedure for required internship/research experience . The required internship/research experience has unique assessment value in that outside practitioners can objectively judge the professional capacities of our students. However, no formal procedure for obtaining and comparing such information has existed. Now, field supervisors of all students enrolled in credit-bearing internship or research experiences must complete a detailed evaluation form that is designed with assessment in mind.
3. Developed detailed grading rubrics for each exercise in the Problem-solving in Conservation Biology course. The Problem-solving in Conservation Biology course is an integrative experience based on a series of exercises that cover a wide-range of topics and focuses on skill-development in many different areas relevant to conservation biology. After 5 years of teaching the course we realized that a carefully structured assessment of student performance on each of the subcomponents of every exercise could provide us with much useful information on student learning gains. Therefore two years ago we developed detailed grading rubrics for each exercise that we can now summarize by student or by skill/knowledge area and thereby provide feedback about student performance useful for adapting our teaching program to benefit students’ progress. These will be first used during the Spring 2009 semester, giving us the requisite stability to generate comparative assessment data about student performance by skill and knowledge area for use in the 2012 assessment.