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A Y 2013-2014 Program Review Biological Sciences

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A Y 2013-2014 Program Review Biological Sciences COLORADO MESA UNIVERSITY A Y 2013-2014 Program Review Biological Sciences Colorado Mesa University BIOLOGICAL SCIENCES Program Review AY 2013-2014 Contents 1. INTRODUCTION AND PROGRAM OVERVIEW................... .................................. 1 B. History ....................................................................................................................... 1 C. Recommendations from the Previous External Review (on CMU assessment website) .................................................................................................................... 1 D. Program Centrality to CMU's Role and Mission ...................................................... 3 E. Program Support for Other Majors.................... ........................................................ 4 F. Locational Advantage ....................................................................................... ......... 4 G. Unique Characteristics ....................... ....................................................................... 5 2. CURRICULUM ............................................................................................................. 5 A. Program Curriculum ................................................................................................. 5 B. Program Currency ..................................................................................................... 6 C. Program Delivery ...................................................................................................... 7 3. ANALYSIS OF STUDENT DEMAND AND SUCCESS ............................................ 7 A. Number ofMajors ...................... ............................................................................... 7 B. Registrations and Student Credit Hours by Student Level (data in Appendix B) ..... 7 C. Registrations and Student Credit Hours by Course Level.. ...................................... 8 D. Number of Graduates ................................................................................................ 8 E. One-year Retention Rates and Four- and Six-Year Graduation Rates ...................... 8 F. Student Successes ................... ................................................................................... 8 4. ACADEMIC PROGRAM RESOUCES ........................... ........................................... 10 A. Faculty ..................................................................................................................... 10 B. Financial Information .............................................................................................. 13 C. Library Assessment ................................................................................................. 14 D. Physical Facilities ................................................................................................... 14 E. Instructional Technology and Equipment ............................................................... 15 F. Efficiencies in the Way the Program is Operated .................................................... 15 5. STUDENT LEARNING OUTCOMES AND ASSESSMENT ................................... 15 A. Student Learning Outcomes .................................................................................... 15 B. Direct and Indirect Measurements .......................................................................... 16 C. Program Improvements ........................................................................................... 18 6. FUTURE PROGRAM PLANS ................................................................................... 19 A. Vision ..... ..................... .......................... .................................................................. 19 B. Strengths and Challenges ......... .. ................. ............................................................ 19 C. Potential Resources ....................................... ...................................................... .... 20 Appendices A. MFT and PRAXIS Test Results from Fall 2007 - Spring 2013 B. Biology Departmental Data and Retention Data C. Faculty Curriculum Vitae D. Student Learning Objectives (SLOs), Assessment Plan, and Curriculum Map of SLOs E. Alumni Survey Results and Exit Survey Results from Graduating Seniors F. General Education Assessment Reports from 2010 G. NSTA SPA Report in Response to the Teacher Education NCATE Accreditation Application 11 Biological Sciences Program Review 2013-2014 1. INTRODUCTION AND PROGRAM OVERVIEW A. Program Description The Biology program offers both Associate (A.S.) and Bachelor of Science (B.S.) degrees, as well as a minor in Biology. Within the B.S. degree, there are two concentrations, one in Biology and the other in Secondary Science Education. The A.S. degree is in Liberal Arts, with a Biology emphasis. The department also administers the minor in Forensic Science. B. History The Biology program officially began in 1974 as a two-year program with three faculty members. At the time of the last program review in 2006, there were 12 tenured or tenure-track faculty, 3 full-time instructors, and several part-time lecturers teaching between 1 and 4 credit hours per semester. We also had one full-time staff position of Laboratory Coordinator overseeing student workers, handling laboratory preparations, and ordering all laboratory equipment and materials. As ofFal12013, we still have 12 tenured or tenure-track faculty plus two faculty members who have shifted from tenured to transitional retirement, 4 full-time faculty characterized as "instructor 30" plus one full-time instructor with a split appointment with the Physical and Environmental Science department, and 7 part-time lecturers, 2 of whom are teaching 10+ credit hours per semester. This year, we have a search going for a tenure-track position that will replace one of our transitional retirees. We still have the full-time staff Laboratory Coordinator and will conduct a search for an Assistant Laboratory Coordinator this year, a new position that will include some laboratory teaching. In 2006, nearly 70% of the faculty members were tenured full professors. In 2013, 42% were tenured full professors. We have an increasingly young faculty, with one more retirement and a new replacement anticipated for Fall2014. C. Recommendations from the Previous External Review (on CMU assessment website) The external reviewer found many positives in our department. He found the faculty to be dedicated and well qualified. He noted that we based recent hires on assessment data showing a need for increased coverage of cellular and molecular processes. He also felt that our overall curriculum was adequate, with opportunities for students to conduct research and participate in internship opportunities. On the negatives, he noted a lack of physical space, especially for undergraduate research. At that time, we had taken over a regular teaching laboratory space in order to add a second lab space dedicated to student research, but the arrangement was not optimal. Students did not have access to the prep room, so they were not able to prepare 1 and autoclave their own materials for research. All materials had to be gathered by the faculty member, and the faculty member also had to complete any needed autoclaving. Since our last program review, an expansion of the science facility has given us additional teaching laboratory space to grow our program, as well as a dedicated student research space consisting of 3 laboratories. The research space includes a small prep room allowing students to prepare and autoclave their own materials. The expansion included a new greenhouse facility to replace our outdated and unreliable one. The new greenhouse includes two separate temperature-controlled rooms and supports plant cultivation for both teaching and research purposes. We are currently well-supplied with the facilities and space to grow our program and believe the deficiency noted in the last review has been fully corrected. On the curriculum side, the external reviewer suggested that some career paths require more chemistry and physics than is required in our degree. Additionally, while independent study and internship opportunities are positives, perhaps the number of credit hours allowed should be limited. His concern was that students might miss important content if the minimum number of Biology credit hours were completed. The suggestion was made to both limit the number of these individualized learning credit hours and perhaps increase the number of chemistry and physics courses. Also noted was a lack of ecology and evolution in our core courses. We have made changes in our Biology concentration curriculum to address some of these concerns. BIOL 208/208L Fundamentals of Ecology and Evolution has been added, as well as a requirement that students take at least one cell/molecular course. These additions strengthen the core content of our program. We have also recently made a change to exclude Biology topics courses in the Additional Biology section of our program. Such courses may now only be used as upper-level elective credit. While topics courses are a great way to introduce students to a variety of specialized subject matter, they don't necessarily have the same rigor as our established courses. Our established courses now fit into specific components of our Student Learning Objectives for the Biology concentration (curriculum mapping), while topics courses may or may not fulfill those objectives. We
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