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Outcomes Data



 

Coverage of Learning Objectives

 

In fall, 2018, the Biology Department surveyed instructors of undergraduate courses taught on the Logan and regional campuses about their coverage of departmental learning objectives. Highlights of the survey results are presented to provide an overview of the attention given to each learning subobjective across courses for Biology majors taught within the department.

 

Heat Map of Learning Subobjective Coverage in Courses Completed by a Typical Biology Major on the Logan Campus (dark vertical bars separate the three major Learning Objectives)

at Map of Learning Subobjective Coverage in Biology Courses Taught on the Logan Campus

 

Heat Map of Learning Subobjective Coverage in Biology Courses Taught on the Logan Campus

Heat Map of Learning Subobjective Coverage in Biology Courses Taught at Regional Campuses

 

Heat Map of Learning Subobjective Coverage in Biology Courses Taught at Regional Campuses

Heat Map of Learning Subobjective Coverage in Biology Courses Taught at Regional Campuses

 


Learning Subobjective Coverage Across a “Typical” Set of Biology Courses Completed by a Biology Major on the Logan Campus (most categories have a maximum possible score of 4.0)

Learning Subobjective Coverage Across a “Typical” Set of Biology Courses Completed by a Biology Major on the Logan Campus (most categories have a maximum possible score of 4.0)

 


Learning Subobjective Coverage for Biology Courses Taught at Regional Campuses (most categories have a maximum possible score of 4.0)

Learning Subobjective Coverage for Biology Courses Taught at Regional Campuses (most categories have a maximum possible score of 4.0)

 



Learning Objective Achievement

Learning Objectives 1 (Demonstrate analytical and experimental scientific skills) and 3 (Demonstrate the practices of professional scientists).

Proficiency was assessed using the Timmerman et al. (2010) rubric for assessing undergraduates’ scientific reasoning skills using scientific writing. This rubric measures achievement of Learning Objectives 1.b (Graduates will be able to practice the process of science) and 3.c (Graduates will be able to communicate biological concepts and interpretations to scientists in other disciplines and the general public).

Data are from the fall 2017 Biology 1615 (Biology I Lab) course. Data points are the average scores for various rubric assessment items derived from written group assignments, with groups comprised of 5 – 6 students. This dataset is the results from approximately 55 groups distributed over 11 lab sections, with scores reported by laboratory teaching assistants.

 

Assessment Area

Achievement*

Introduction: Context

1.88

Introduction: Accuracy and relevance

1.75

Methods: Collection and isolation

1.93

Methods: Microscopy

1.93

Methods: Molecular sequence analysis

1.75

Results: Data presentation

1.75

Discussion: Conclusions based on data selected

1.70

Discussion: Limitations of design

1.79

Discussion: Implications of research

1.69

References

1.62

Writing quality

1.78

* 0 = not addressed; 1 = novice; 2 = intermediate or expert.

 

Learning Objective 3.a (Graduates will be able to collaborate with others and work as a team) was assessed in Biology 1625 (Biology II Lab) in spring 2017 using an individual contribution to group work rubric. The instructions provided to students were:

You must complete this survey to share with me how each group member contributed to the work on the group assignment, including yourself. In the text box, you will enter the names of each group member, including yourself, and give them a grade out of 2 total points.

  • Assigning a 0 means the group member did not contribute at all.
  • Assigning a 1 means the group member contributed but not as much as some group members.
  • Assigning a 2 means they contributed substantially or equally.
  • If you do not fill out this survey by the due date, you will automatically receive a 0 out of 2.
  • Your score is the average of your score and your group members' scores for you.

 

The scores reported below are for two group projects, one in the early portion of the semester (Research Proposal) and the other (Research Presentation) at the end of the semester.

 

Individual Contribution to Group Work; BIOL 1625, Spring 2017; N = 631

 

Research Proposal (early semester)

Research Presentation (late semester)

Mean

1.46

1.78

Std. Dev.

0.84

0.55

The difference in these values is significant (p = 2.5 x 10-18).

 

Learning Objective 2: Graduates will be able to recognize and articulate fundamental concepts and principles of biology.

 

Progress in achievement of this learning objective was assessed using the GenBioMAPS instrument (in press, 2019, CBE-Life Sciences Education). GenBioMAPS assesses content knowledge in the 5 NSF Vision and Change core competencies. These core competencies correspond to the 5 Biology Department subobjectives of Learning Objective 2. 

The summary data presented below are from BIOL 1610 (Biology I; an introductory course), BIOL 3060 (Principles of Genetics; a mid-major course), and BIOL 5250 (Evolutionary Biology; a capstone course) surveyed in November, 2018. Results are also provided for BIOL 5250 surveyed in late spring semester, 2017.  BIOL 1610 and BIOL 3060 enroll many students who are not Biology majors. The results shown below for these two courses are for Biology majors only. Biology 5250 has an enrollment that is almost exclusively Biology majors, and for this course, the results of the entire class are shown.

assessment outcomes summary 1
assessment outcomes summary 2

The situation for the Biology Composite Science Teaching Major is similar to that of the Biology Major: Assessment data for most of the revised learning outcomes will first become available late in fall 2017. Data will be posted to this site from this time and moving forward as it is generated. However, one from of outcomes data is available, performance on the Praxis exam.

Prior to student teaching all teaching majors must meet a State of Utah mandated passing score in the ETS PRAXIS exam in their content area. For the Biological Sciences Composite Teaching majors that exam is 0235 Biology Content Knowledge. Their scores have been a perfect pass rate since 2011.

PRAXIS Biology Content Scores 2011-2015

2011: Attempted 17; Passed 17; Percent passed 100

2012: Attempted 8; Passed 8; Percent passed 100

2013: Attempted 6; Passed 6; Percent passed 100

2014: Attempted 10; Passed 10; Percent passed 100

2015: Attempted 18; Passed 18; Percent passed 100

The ABET accredited Industrial Hygiene program in the Biology Department has a long history of evaluating effectiveness in learning by assessing student learning in undergraduate courses taught on the Logan campus specific to their coverage within the program’s emphasis learning objectives. The is a requirement to maintain accreditation.  Highlights of the ABET Applied Sciences Outcomes are presented to provide an overview of the attention given to each learning objectives across courses for the Industrial Hygiene emphasis major taught within the department.  Outcomes are obtained from standardized exam assessments, internship evaluations, and capstone projects. 

How well does our program meet ABET Applied Science Outcomes                  
  Goal to exceed 75%   2008 -    2010- 2010- 2015-   2016-    2017-    2018- 
2009   2015 2015 2016   2017   2018   2019
             sub-crit avg              
a an ability to apply knowledge of mathematics, science, and applied sciences (q9-12)                        
embed. 82%   79%   76%   78%   84%    
internship     90%   89%   93%   88%    
b an ability to design and conduct experiments, as well as to analyze and interpret data (q14-15)                        
embed. 89%   80%   78%   78%   84%    
internship     92%   91%   93%   84%    
c an ability to formulate or design a system, process or program to meet desired needs (q32)                        
embed. 79%   79%   84%   89%   83%    
internship 95%   88%   88%   92%   89%    
d an ability to function on multi-disciplinary teams (q18)                        
embed. 89%   88%   86%   84%   85%    
internship 86%   93%   96%   93%   88%    
e an ability to identify and solve applied science problems (q20-23, 27-30)                        
embed. 80%   76%   76%   82%   89%    
internship     89%   91%   94%   87%    
f an understanding of professional and ethical responsibility (q24,33)                        
embed. 85%   83%   83%   84%   84%    
internship     94%   95%   97%   89%    
g an ability to communicate effectively (q16-17)                        
embed. 86%   87%   93%   88%   93%    
internship 73%   89%   88%   91%   85%    
h the broad education necessary to understand the impact of solutions in a global and societal context (q34,41-42)                        
embed. 87%   86%   83%   88%   87%    
                       
i a recognition of the need for, and an ability to engage in life-long learning (q3-5, 38-39)                        
embed. 83%   75%   81%   67%   80%    
                       
j a knowledge of contemporary issues (q34,37,39)                        
                       
internship new   84%   87%   88%   84%    
k an ability to use the techniques, skills, and modern scientific and technical tools necessary for professional practice. (q36)                        
embed. 84%   82%   85%   85%   86%    
internship 77%   92%   93%   94%   90%    
    * internship info reported in acadeic year after completing summer work, example: 2015 summer, reported in 2015-16 academic year
How welld does our program meet ABET IH Outcomes                    
  Goal to exceed 75%   2008 -    2010- 2010- 2015-   2016-   2017-   2018-
2009   2015 2015 2016   2017   2018   2019
             sub-crit avg              
a identify agents, factors, and stressors generated by and/or associated with defined sources, unit operations, and/or processes.  (q20 and q 23)                        
embed. 83%   79%   73%   79%   85%    
                       
b describe qualitative and quantitative aspects of generation of agents, factors, and stressors. (q10,12, 20, 22,23)                        
embed. 80%   76%   74%   81%   80%    
                       
c understand physiological and/or toxicological interactions of physical, chemical, biological, and ergonomic agents, factors, and/or stressors with the human body. (q9,27, 28)                        
embed. 83%   81%   82%   76%   89%    
                       
d assess qualitative and quantitative aspects of exposure assessment, dose-response, and risk characterization based on applicable pathways and modes of entry. (q14,21, 23, 36)                        
embed. 82%   80%   82%   82%   85%    
                       
e calculate, interpret, and apply statistical and epidemiological data. (q11, 15)                        
embed. 84%   78%   76%   79%   81%    
                       
f recommend and evaluate engineering, administrative, and personal protective equipment controls and/or other interventions to reduce or eliminate hazards. (q22, 23, 36)                        
embed. 77%   76%   77%   83%   79%    
                       
g demonstrate an understanding of applicable business and managerial practices. (q16, 17, 18, 32)                        
embed. 88%   89%   89%   86%   89%    
internship 86%   85%   88%   89%   85%    
h interpret and apply applicable occupational and environmental regulations.  (q24, 25, 33, 34, 37)                        
embed. 87%   81%   81%   83%   83%    
                       
i understand fundamental aspects of safety and environmental health. (q24, 25, 29, 30)                        
embed. 83%   89%   88%   86%   86%    
internship 93%   83%   87%   88%   84%    
j attain recognized professional certification. (q3, 4, 5, 38, 39)                                                                                                                                            
embed.     78%   81%   67%   80%    
Goal is to be certified at 50% or greater post graduation external** 50%   68%   75%   65%   50%    
    * internship info reported in acadeic year after completing summer work, example: 2015 summer, reported in 2015-16 academic year
    ** check of ABIH and BCSP rosters after 6 yrs post graduation,           
                           

 

The Public Health Education program in the Biology Department has begun to evaluate effectiveness in learning by assessing student learning in undergraduate courses taught on the Logan campus specific to their coverage within the program’s emphasis learning objectives. Highlights of the evaluation and proficiency scores are presented to provide an overview of the attention given to each learning objectives across courses for the Public Health Education emphasis major taught within the department.  Proficiency scores are obtained from standardized exam assessments, internship evaluations, and capstone projects within the different highlighted courses linked to specific the specific learning objectives. 

The learning objectives and associated sub-objectives were all developed from National Commission for Health Education Credentialing (NCHEC) standards. The objectives and the associated courses that address each of them are: Proficiency Score (Average of outcomes from each tab from courses listed in column B)
Learning Objective Course 2017-2018 Proficiency 2018-2019 Proficiency
1. Be able to assess needs, resources, and capacity for health education/promotion      
a. Plan assessment process for health education/promotion –  PUBH 4000, 5500    
b. Access existing information and data related to health –  PUBH 3120, 4000, 4030, 4040, 5000, 5500    
c. Collect primary data to determine needs –  PUBH 4000, 5500    
d. Analyze relationships among behavioral, environmental, and other factors that influence health –  PUBH 3120, 4000, 4030, 4040, 5500    
e. Examine factors that influence the process by which people learn –  PUBH 3120, 4000, 5500    
f. Examine factors that enhance or impede the process of health education/promotion –  PUBH 3120, 4000, 5500    
g. Determine needs for health education/promotion based on assessment findings –  PUBH 4000, 5500    
2. Be able to plan health education/promotion      
a. Involve priority populations, partners, and other stakeholders in the planning process –  PUBH 3120, 4000    
b. Develop goals and objectives for the education/promotion program –  PUBH 3120, 4000, 5500    
c. Select or design strategies/interventions –  PUBH 3120, 4000, 5500    
d. Develop a plan for the delivery of health education/promotion –  PUBH 4000, 5500    
e. Address factors that influence implementation of health education/promotion –  PUBH 3120, 4000, 5500    
3. Be able to implement health education/promotion      
a. Coordinate logistics necessary to implement plan –  PUBH 4000, 5500    
b. Train staff members and volunteers involved in implementation of health education/promotion –  PUBH 4000    
c. Implement health education/promotion plan –  PUBH 3120, 4000, 5500    
d. Monitor implementation of health education/promotion –  PUBH 3120, 4000    
4. Be able to conduct evaluation and research related to health education/promotion      
a. Select, adapt and/or create instruments to collect data –  PUBH 4000, 4040, 5500    
b. Collect and manage data –  PUBH 3120, 4000, 4030, 4040, 5000, 5500    
c. Analyze data –  PUBH 3120, 4000, 4030, 4040, 5000, 5500    
d. Interpret results –  PUBH 3120, 4000, 4030, 4040, 5000, 5500    
e. Apply findings –  PUBH 4000, 4030, 4040, 5000, 5500    
5. Be able to administer and manage health education/promotion      
a. Manage technology resources –  PUBH 4000    
b. Manage relationships with partners and other stakeholders –  PUBH 4000, 5500    
c. Gain acceptance and support for health education/promotion programs –  PUBH 4000, 5500    
d. Demonstrate leadership –  PUBH 4000, 5500    
e. Manage human resources for health education/promotion programs – No Course to assess this      
6. Be able to serve as a health education/promotion resource person      
a. Obtain and disseminate heath related information –  PUBH 4000, 5000, 5500    
7. Be able to communicate, promote, and advocate for health, health education/promotion, and the profession      
a. Identify, develop, and deliver messages using a variety of communication strategies, methods, and techniques –  PUBH 4000, 5000, 5500    
b. Engage in advocacy for health and health education/promotion –  PUBH 4000, 5000, 5500    
c. Influence policy and/or systems change to promote health and health education –  PUBH 5500, 5000    
d. Promote the health education profession –  PUBH 5000, 5500    
       
PUBH3120 Family and Community Health      
PUBH4000 Public Health Internship      
PUBH4030 Communicable Disease Control      
PUBH4040 Epidemiology      
PUBH5000 Public Health Seminar      
PUBH5500 Public Health Management (Capstone)      

 

The Environmental Health program in the Biology Department has begun to evaluate effectiveness in learning by assessing student learning in undergraduate courses taught on the Logan campus specific to their coverage within the program’s emphasis learning objectives. Highlights of the evaluation and proficiency scores are presented to provide an overview of the attention given to each learning objectives across courses for the Environmental Health emphasis major taught within the department.  Proficiency scores are obtained from standardized exam assessments, internship evaluations, and capstone projects within the different highlighted courses linked to specific the specific learning objectives.

The Environmental Health Emphasis learning objectives, the planned assessment methods, and the courses that address each learning objective are: Proficiency Score (Average of outcomes from each tab from courses listed in column B)
Learning Objective Course 2017-2018 Proficiency 2018-2019 Proficiency
1. Carry out the basics responsibilities of occupational health and safety professionals, including regulatory compliance and health and safety programs used in their day to day work activities. PUBH 3310 87.50%  
2. Explain the relationship among environmental quality, public health, environmental and occupational health regulations, and engineering systems in assessing and managing community risk. PUBH 3120    
3. Acquire experience in environmental health through an internship in which they practice all or some form of environmental health practice in prevention of contaminants in soil, water, or food, or in the many community practices of vector control PUBH 4000 (supervisor eval) 98.25%  
4. Identify communicable disease in promoting health in a community      
a. build factual knowledge (facts, terms, methods, trends) about the major infectious diseases that shape human society PUBH 4030    
b. describe basic principles, generalizations, and theories about communicable diseases and their control PUBH 4030    
c. develop skills, competencies, and views valuable for careers in public health and health education PUBH 4030    
5. Discuss and be able to apply concepts of epidemiology      
a. examine the foundations of epidemiology, including definitions, concepts, and applications of the field. PUBH 4040    
b. describe important historical developments in epidemiology. PUBH 4040    
c. explore practical disease concepts used in epidemiology. PUBH 4040    
d. assess common study design strategies and statistical measures used in epidemiologic research. PUBH 4040    
e. interpret the basics of causal and statistical inference. PUBH 4040    
f. apply basic concepts and approaches used in the field of epidemiology. PUBH 4040    
g. describe basic concepts of infectious disease, chronic disease, work, and environmental epidemiology. PUBH 4040    
h. analyze aspects of molecular and genetic epidemiology PUBH 4040    
6. Compare industrial processes and hazards to understand the relationship and impact that such industries have on the local communities that the environmental health professional could serve. PUBH 4310    
7. Analyze an environmental health topic or current public health problem, prepare a presentation, and discuss that topic with an audience of peers; as an audience member, be able to participate in topic discussions. PUBH 5000 (overall presentation score)    
8. Complete a public health capstone paper in which the student demonstrates an ability to:      
a. Assess and evaluate the needs of a target population PUBH 5500    
b. Develop an environmental health solution to mitigate or minimize the effects of the public health issue onto the target population. PUBH 5500    
c. Formulate a cost analysis of the public health issue of concern versus the proposed cost of the environmental health program to determine if the intervention is cost effective. PUBH 5500    
d. Determine a sound recommendation based on findings PUBH 5500    
       
PUBH 3310 Introduction to Occupational Safety and Health      
PUBH3120 Family and Community Health      
PUBH4000 Public Health Internship      
PUBH4030 Communicable Disease Control      
PUBH4040 Epidemiology      
PUBH 4310 Industrial Hygiene Recognition of Hazards      
PUBH5000 Public Health Seminar      
PUBH5500 Public Health Management (Capstone)