University of Nebraska Kearney

Pre-test: The pre-test to be administered and evaluated by a team 3-4 faculty in the Department is in the planning phase. The intent is to gauge student knowledge, understanding, and competence within the first three courses of the major. The key issues under consideration are; 1) allocation of workload to accomplish the delivery and evaluation of the test, 2) efficient delivery of the test and 3) systematic timing for the test.

Objectives A, B, and D will be measured with the pre-test once a plan is in place for its systematic delivery.

Post-test: Post-test: The post-test is administered as a composite of writing assignments, oral presentations, a mid-term exam, and a final exam in Biology 490 - Senior Seminar in Evolution. This course is the capstone required of all majors. The intent is to gauge student knowledge, understanding, and competence by com- pletion of this course and the degree program. Evolution is understood to be the paramount connecting theme across the discipline of Biology. The course is team-taught with the express idea of combining instructor analyses of student learning. Further, student presentations have historically been publicized and attended by other faculty in the Department. This direct measure remains incomplete as the Department attempts to more systematically involve other faculty in the evaluation process.

Twenty-seven (27) students successfully completed this activity in the spring, 2003. Routinely 45-50 students successfully complete this activity in each academic year.

Objectives A, B, and D are measured with the post-test.

All majors complete an extended independent research project that culminates in 1) submission of a scientific research report in the conventional format; introduction, materials and methods, results, discussion and literature citations, 2) an oral presentation in the format of a scientific meeting, and 3) a poster prepared using a professional grade plotter. All three facets of the projects are evaluated by a minimum of two faculty; the faculty research mentor and the "instructor of record". Routinely, other faculty contribute evaluative comments. Each semester, an outstanding undergraduate research award is made based on input of all faculty (15 tenure-track individuals) in the Department.

Twenty-four (24) students successfully completed this activity in the spring, 2003. Routinely, 45-50 students successfully complete this activity in each academic year.

Objectives B and C are measured with the independent research project.

The affective assessment tool has been developed and is designed as a five-point Likert scale. While administered by some faculty, this assessment of student attitude, emotional state, and personal opinion regarding the subject of biology has not yet been systematically implemented.

Objective D will be measured with the affective assessment once a plan is in place for its systematic delivery.

Surveys are to be sent every two years to graduates of the Department of Biology. The first survey, as a part of the assessment plan, was sent to 588 alumni of the Department of Biology in July, 2003. To date, 212 questionnaires have been returned. The following is a summary of the responses:

9. What is the value of the research projects you conducted in Biology?
   Substantial to great value = 47.4%
10. The writing skills I learned in the Department of Biology are of:
    Substantial to great value = 62.1%
11. The speaking skills I learned in the Department are of:
    Substantial to great value = 61.7%
12. The statistical and general data analysis skills I learned in the Department are of:
    Substantial to great value = 54.4%
13. The plant and animal identification I learned in the Department is of:
    Substantial to great value = 46.6%
14. The exposure to various instruments and analytical techniques I learned in the Department is of:
    Substantial to great value = 54.1%
15. I receive exposure to wide breadth in the discipline of Biology.
    Agree to strongly agree = 90.1%
16. I received exposure to significant depth in one or more subdisciplines of Biology.
    Agree to strongly agree = 80.8%
17. I learned both theoretical and applied implications of Biology.
    Agree to strongly agree = 79.1%
18. I found faculty in the Department to be highly accessible.
    Agree to strongly agree = 91.2%
19. I was very satisfied with the faculty's effectiveness in communicating the subject matter.
    Agree to strongly agree = 79.4%
20. I was very satisfied with the diversity of subject matter presented in the Biology courses.
    Agree to strongly agree = 85.1%
21. I found the quality of instruction in the Department to be:
    Unsatisfactory = 0% Poor = 0% Fair = 3.5% Good - 12.6% Very good = 34.5% Superior = 36.8% Outstanding = 12.6%

In addition, alumni had the opportunity to provide written reaction to the following: "Please provide other comments on the questions or additional thoughts regarding your experiences in completion of a bachelor's degree in the Department of Biology". Nearly 90 people chose to do so with many of the comments extending for several lines.

The questionnaire will be analyzed in more depth with the results to be discussed by the Department in anticipation of modification and enhancement

Objectives A, B, and C are measured with the Biology graduate survey.