Bachelor of Science in Biotechnology (BTC) December 22, 2008 (W. Powell, L. Smart, D. Fernando, C. Whipps, C. Maynard)
Learning Outcome (what students should be able to do) / Where Addressed in the Program1 / How Assessed2 / Assessment Results(see following narrative) / Response to Results
(see following narrative)
1. Communicate effectively, both orally and in writing, factual knowledge of biotechnology and results of research. / BTC132, CLL190, 290, BTC401, BTC499 / A. Performance in CLL190 and CLL290 as measured by mean final grade distribution. (for evaluating writing in general)
B. Performance in BTC 499, Senior Project Synthesis (as related to scientific presentation of data).
C. Writing performance in laboratory reports for BTC401 Molecular Techniques / These assessment methods will be applied to students for the first time in the Summer and Fall of 2009. / Revised performance tracking in the relevant courses.
2. Demonstrate an elementary knowledge of basic and applied mathematics and apply it to common practices in biotechnology such as making dilutions, making molar solutions, and analyzing data. / APM 105, 106, PHY101, 102, BTC401 / A. Performance in APM105 & APM106 as measured by final mean grade distribution.
B. Embedded questions in BTC401 Molecular Techniques exam (for lab specific uses of math). / As in 1. / As in 1.
3. Demonstrate understanding of the scientific method by being able to formulate a hypothesis, designing experiments with proper controls, and analyzing results with respect to the hypothesis. / EFB307, 308, BTC401, BTC497, BTC498, BTC499 / A. Performance in Drosophila crosses experiment in EFB308, Genetics lab.
B. Performance in BTC498, Research Problems in Biotechnology as measured by final grade distribution. (these lab research experiences are required to be hypothesis driven.) / As in 1. / As in 1.
4. Demonstrate understanding of the basis of genetic information, how it is expressed, how it is inherited, how it can vary through mutation and recombination, and how it contributes to the diversity and evolution of species. / EFB103, 104, EFB307, 308, EFB325, BTC401 / A. Performance in EFB307 Principles of Genetics, as measured by final grade distribution. (this entire course contributes to this outcome)
B. Outcome-specific questions on the Major Field Exam supplemented with questions written by EFB faculty associated with the biotechnology major. (this allows comparisons to national averages) / As in 1. / As in 1.
5. Demonstrate the ability to work productively and cooperatively with co-workers and supervisors in a research or clinical setting. / FCH 222, 224, EFB308, EFB303, BTC401, BTC420, / A. BTC420 Biotechnology Internship supervisor evaluation questionnaire, section F, questions 1-3.
B. Laboratory group-cooperation survey given in EFB104 General Biology II and EFB308 Genetics lab / As in 1. / As in 1.
6. Demonstrate ability to make synergistic connections between concepts in biology, mathematics, chemistry, and physics as related to biotechnology. / EFB307, 308, EFB325, BTC401, BTC420, BTC497, BTC498, BTC499, and some directed electives / A. Performance in BTC 499 Senior Project Synthesis as measured by final grade distribution.
B. Outcome-sepcific questions on the Major Field Exam supplemented with questions written by EFB faculty associated with the biotechnology major. / As in 1. / As in 1.
7. Demonstrate the knowledge of cellular processes and biochemistry that provide a basis for biotechnological and medical applications. / EFB103, 104, EFB307, 308, EFB325, BTC401, FCH530, 532 / A. Performance of BTC students in EFB325 Cell Physiology, FCH530 Biochemistry I, and FCH532 Biochemistry II, as measured by mean of final grades.
B. Outcome-specific questions on Major Field Exam supplemented with questions written by EFB faculty associated with the biotechnology major. / 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.
2 A. Performance standards are based on the average grade of BTC students in the indicated outcome-focused final course grade or specified project in the respective course. They are 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
B . The ETS Major Field Exam in Biology will be supplemented with questions relevant to several outcomes in biotechnology:
National averages of Major Field Exam will be compared to our students and evaluated as follows: Bottom quartile does not meet the standard; 26-50% quartile are approaching the standard; 51-75% meet the standard; 76 or above exceed the standard
Supplemented questions will be evaluated as follows: 59% correct or below does not meet the standard; 60-74%% quartile are approaching the standard; 75-90% meet the standard; 90% or above exceed the standard
Explanation
History. Between 1965-2002, the Bachelor of Science in Environmental & Forest Biology was the single undergraduate program offered by the Department of Environmental & Forest Biology. Because students felt that their investments in specialization were not rewarded by an appropriate degree title, and to increase visibility and recruitment potential in this field, the Biotechnology major was established in 2003 as the first of 6 specialized undergraduate programs (five others were added in 2004).
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 Prior Assessment.
Formal learning outcomes have been established only recently, so no assessment has yet focused on them. Based on unstructured assessments, involving faculty discussions and feedback from students, the following changes have been completed or initiated.
1. Maximum credit for BTC498, Research Problems in Biotechnology, was increased from 3 to 9 credits. From feedback from students and faculty, it was found that limiting the research projects to 3 credits per semester often did not allow enough time for completion of a project or limited the depth of the research. Therefore the credit limit for BTC497 was increased to 9 per semester. This gives students more hours during a given semester to complete a research project and allows for more in-depth projects to be accomplished. The minimum research credit requirement for the major is still 3 credits, but the students now have a better opportunity to go beyond the minimum.
2. Changes were made in BTC132, Orientation Seminar in Biotechnology, BTC497, Research Design and Professional Development, and BTC499, Senior project synthesis to accommodate the new assessment plan. During the development of a new assessment strategy, we found that several of the outcomes needed new tools for useful assessment. Therefore we are now including some of these assessment tools, such as addition of ETS Major Field Exam in Biology supplemented with questions relevant to several outcomes in biotechnology, along with other embedded exam questions in the normal exams for the courses, and/or additional evaluations of current projects, to help with program assessment.
3. Other small adjustments have been made to the curriculum. Since the establishment of the Biotechnology major in 2003, many undergraduate courses have been discontinued and many new courses have been added to the offerings. These changes did not affect the required courses in biotechnology, but we found that the directed elective list had to be periodically changed to reflect the addition of new courses relevant to the biotechnology major and the discontinuation of old courses. Changes in the directed list have occurred three times and will continue to be updated periodically as needed.
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