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Outcomes Data



Outcomes Data

The Biology Department began using the Gen-Bio MAPS assessment program in Spring 2018.  The Department experimented with several ways to conduct the assessment in the first year and has now settled on a standard methodology moving forward.  Students in Biology 1610 take the assessment through Canvas at the beginning of the course.  Students in 1620 take the assessment through Canvas at the end of Biology 1620.  Students will take the assessment a third time through Canvas as a Department graduation requirement in their last semester as an undergraduate at Utah State.   By focusing on these three time points, our data collection will match the national Gen-Bio MAPS data set and we will be able to fully use the analytics in the Gen-Bio MAPS program.  Students must spend a minimum amount of time on the assessment for the results to be included in our analyses.

Our assessment data are presented in the figures and table below.  We are pleased to see that students’ recognition and articulation of core concepts in the field of biology show improvement over the course of the curriculum and that our students compare very favorably with the nationally normed sample. 

Figure 1 shows the assessment results for the General Biology courses from Spring 1018 to Fall 2019.  Biology 1610 assessment takes place at the beginning of the fall semester.  Biology 1620 assessment takes place at the end of the spring semester.  The two assessments of each course are consistent with each other and students show gains in recognizing and articulating the core concepts of biology from the fall to the spring semesters. 

slide 1

Figure 2 shows the assessment results for the advanced courses (Genetics 3060 and Evolutionary Biology 5250) from Spring 2018 to Fall 2019.  Students show gains in recognizing and articulating the core concepts of biology from the assessments in the general biology courses. 

slide 2

Table 1 shows the mean scores of USU students compared to national means from 37 universities.  Biology students at USU showed improvement in recognizing and articulating the core concepts of biology from the beginning of the Fall 2018 semester to the end of the Spring 2019 semester.  Students in an advanced biology course (Evolutionary Biology) showed substantially higher recognition and articulation of core concepts in biology than students in the introductory courses.  Our students compare very favorably with the data from 37 universities using this assessment tool.

 

mean scores slide 1

Biological Science Composite Teaching Majors

Until Spring 2020, Biological Science Composite Teaching Majors took the Praxis exam in biology.  This assessment tool indicated that our students could recognize and articulate the concepts in biology required by the Utah State Office of Education.  From 2016-2019, 29 students in the Biological Science Composite Teaching Major took and passed the exam (100% pass rate).  
Outcomes Data

The Biology Department began using the Gen-Bio MAPS assessment program in Spring 2018.  The Department experimented with several ways to conduct the assessment in the first year and has now settled on a standard methodology moving forward.  Students in Biology 1610 take the assessment through Canvas at the beginning of the course.  Students in 1620 take the assessment through Canvas at the end of Biology 1620.  Students will take the assessment a third time through Canvas as a Department graduation requirement in their last semester as an undergraduate at Utah State.   By focusing on these three time points, our data collection will match the national Gen-Bio MAPS data set and we will be able to fully use the analytics in the Gen-Bio MAPS program.  Students must spend a minimum amount of time on the assessment for the results to be included in our analyses.

Our assessment data are presented in the figures and table below.  We are pleased to see that students’ recognition and articulation of core concepts in the field of biology show improvement over the course of the curriculum and that our students compare very favorably with the nationally normed sample. 

Figure 1 shows the assessment results for the General Biology courses from Spring 1018 to Fall 2019.  Biology 1610 assessment takes place at the beginning of the fall semester.  Biology 1620 assessment takes place at the end of the spring semester.  The two assessments of each course are consistent with each other and students show gains in recognizing and articulating the core concepts of biology from the fall to the spring semesters. 

slide 1

Figure 2 shows the assessment results for the advanced courses (Genetics 3060 and Evolutionary Biology 5250) from Spring 2018 to Fall 2019.  Students show gains in recognizing and articulating the core concepts of biology from the assessments in the general biology courses. 

slide 2

Table 1 shows the mean scores of USU students compared to national means from 37 universities.  Biology students at USU showed improvement in recognizing and articulating the core concepts of biology from the beginning of the Fall 2018 semester to the end of the Spring 2019 semester.  Students in an advanced biology course (Evolutionary Biology) showed substantially higher recognition and articulation of core concepts in biology than students in the introductory courses.  Our students compare very favorably with the data from 37 universities using this assessment tool.

 

mean scores slide 1

Biological Science Composite Teaching Majors

Until Spring 2020, Biological Science Composite Teaching Majors took the Praxis exam in biology.  This assessment tool indicated that our students could recognize and articulate the concepts in biology required by the Utah State Office of Education.  From 2016-2019, 29 students in the Biological Science Composite Teaching Major took and passed the exam (100% pass rate).  

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%    84%
internship     90%   89%   93%   88%    91%
b an ability to design and conduct experiments, as well as to analyze and interpret data (q14-15)                        
embed. 89%   80%   78%   78%   84%    80%
internship     92%   91%   93%   84%    93%
c an ability to formulate or design a system, process or program to meet desired needs (q32)                        
embed. 79%   79%   84%   89%   83%    83%
internship 95%   88%   88%   92%   89%    92%
d an ability to function on multi-disciplinary teams (q18)                        
embed. 89%   88%   86%   84%   85%    84%
internship 86%   93%   96%   93%   88%    95%
e an ability to identify and solve applied science problems (q20-23, 27-30)                        
embed. 80%   76%   76%   82%   89%    83%
internship     89%   91%   94%   87%    91%
f an understanding of professional and ethical responsibility (q24,33)                        
embed. 85%   83%   83%   84%   84%    87%
internship     94%   95%   97%   89%    94% 
g an ability to communicate effectively (q16-17)                        
embed. 86%   87%   93%   88%   93%    87% 
internship 73%   89%   88%   91%   85%    83%
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%    78% 
                       
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%    80%
                       
j a knowledge of contemporary issues (q34,37,39)                        
                       
internship new   84%   87%   88%   84%    87%
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%    89%
internship 77%   92%   93%   94%   90%    93%
    * internship info reported in acadeic year after completing summer work, example: 2015 summer, reported in 2015-16 academic year
How well 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%    83%
                       
b describe qualitative and quantitative aspects of generation of agents, factors, and stressors. (q10,12, 20, 22,23)                        
embed. 80%   76%   74%   81%   80%    84%
                       
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%    83%
                       
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%    88%
                       
e calculate, interpret, and apply statistical and epidemiological data. (q11, 15)                        
embed. 84%   78%   76%   79%   81%    76%
                       
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%    80%
                       
g demonstrate an understanding of applicable business and managerial practices. (q16, 17, 18, 32)                        
embed. 88%   89%   89%   86%   89%    85%
internship 86%   85%   88%   89%   85%    95%
h interpret and apply applicable occupational and environmental regulations.  (q24, 25, 33, 34, 37)                        
embed. 87%   81%   81%   83%   83%    86%
                       
i understand fundamental aspects of safety and environmental health. (q24, 25, 29, 30)                        
embed. 83%   89%   88%   86%   86%    84%
internship 93%   83%   87%   88%   84%    87%
j attain recognized professional certification. (q3, 4, 5, 38, 39)                                                                                                                                            
embed.     78%   81%   67%   80%    80%
Goal is to be certified at 50% or greater post graduation external** 50%   68%   75%   65%   50%    57%
    * 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)