academic assessment plans reports - nyit.edu

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Assessment Report 2017- 2018

Department of Life Sciences

Name of the programs: BS. Biology and BS.Chemistry Year of assessment report: 2017-2018 Date Submitted: June 2018 Contact: Niharika Nath, Chairperson, Department of Life Sciences, [email protected] The Statement of Program Learning Goals and Curricular Matrix are available at:

http://www.nyit.edu/planning/academic_assessment_plans_reports.

I. Annual Program Learning Assessment:

1. CLOSING THE LOOP: Based on Life Sciences 2014, 15 and 16 reports, the improvement action and

implementation of Science Learning Center was made in 2017 Spring which continued in 2018 Fall

and 2018 Spring, wherein individual tutoring was provided in general biology and general

chemistry with adjunct faculty tutors. The Advisement Enrichment Center (AEC) also arranged

group review sessions for general chemistry 1 and 2 before final exams through peer tutors. These

efforts are required to continue for additional one to two years in order to fully understand if they

are effective. Students have positively responded to these initiatives.

2. GOALS A. Biology Program: The Department of Life Sciences planned, collected and analyzed data regarding the Biology program learning outcome for Fall 2017. Biology Program Learning Outcome #6 (LO#6): Analyze and explain the flow of genetic information, basic principles on inheritance, recombination and genetic regulation. This was assessed using material learned in BIOL 110 (General Biology I) in Fall 2017.

The NYIT Learning Goal “Gain a coherent understanding of the knowledge, skills, and values of their discipline” relates to LO#6.

The Program Objectives Matrix for BIOL 110 includes “Knowledge of DNA” as an objective, which was assessed within LO#6.

B. Chemistry Program: Chemistry Program Learning Outcome #4 (LO #4): Apply the principles and techniques of analytical, inorganic, organic, biochemistry, and physical chemistry. This was assessed using material learned in General Chemistry II, by assessing the content knowledge, and principles of general chemistry in Spring 2018.

The NYIT Learning Goal “Gain a coherent understanding of the knowledge, skills, and values of their discipline” relates to LO#4.

The Program Objectives Matrix for Chem 150 includes “Critical/Analytical thinking” as an objective, which was assessed within LO#4.

http://www.nyit.edu/planning/academic_assessment_plans_reports

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3 METHOD

3A. BIOLOGY: Biology LO#6

Data were collected from OW and MA campuses during the Fall 2017 only for BIOL-110– lecture section for students of BS.Biology, Chemistry, Biotechnology, Health Sciences, Computer Sci, combined BSMS Life Sciences -Physical Therapy/ Occupational therapy/ Physician Assistant Studies. The exam questions were meant to obtain a direct measure of LO6. Several questions were made common both for OW and Manhattan campus students in their final exam for assessment purpose. On each campus, class time was used for review of basic molecular biology concepts including principles of inheritance. As a special initiative for BIOL 110 just for Fall 2017, students performed practice quiz, tests, exams on a computerized system called ExamSoft, which enables further detailed assessment of student achievement of bloom’s various taxonomy levels such as knowledge, comprehension and evaluation. This assessment report focuses on seven common questions in both campuses.

ANALYSIS: Biology LO#6 Table 1: Percentage of students answering correctly

Question text Evaluating understanding on the basics of ‘molecular biology of the cell’ and ‘the flow of genetic information, basic principles on inheritance’

MA (n=30)

OW (n=53)

Which of the following statements regarding a DNA double helix is true? A) The amount of adenine is equal to the amount of uracil, and the amount of guanine is equal to the amount of cytosine. B) The amount of adenine is equal to the amount of guanine, and the amount of thymine is equal to the amount of cytosine. C) The amount of adenine is equal to the amount of cytosine, and the amount of guanine is equal to the amount of thymine. D) The amount of adenine is equal to the amount of thymine, and the amount of guanine is equal to the amount of cytosine. Blooms taxonomy: COMPREHENSION

67% (20)

81% (43)

Sister chromatids are A) found right after a cell divides. B) joined together at a centromere. C) made only of DNA. D) unique to prokaryotes. COMPREHENSION

87 % (26)

65% (34)

The "one gene-one polypeptide" theory states that A) the synthesis of each gene is catalyzed by one specific enzyme. B) the synthesis of each enzyme is catalyzed by one specific gene. C) the function of an individual gene is to dictate the production of a specific polypeptide. D) the function of each polypeptide is to regulate the synthesis of each corresponding gene. COMPREHENSION

63% (19)

51% (27)

The central dogma describes the flow of information when a gene directs the synthesis of a cellular component. A) RNA → DNA → RNA → protein B) DNA → RNA → protein

83% (25)

74% (39)

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C) protein → RNA → DNA D) DNA → tRNA → mRNA → protein COMPREHENSION

In the genetic code, A) some codons specify more than one amino acid. B) some codons consist of two nucleotides. C) some amino acids are not specified by any codons. D) many amino acids are specified by more than one codon COMPREHENSION

73% (22)

62% (33)

Which of the following people conducted the experiments that demonstrated that DNA is the genetic material of bacteriophages? A) Watson and Crick B) Hershey and Chase C) Franklin D) Pauling

KNOWLEDGE

57% (17)

42% (22)

A carrier of a genetic disorder who does not show symptoms is most likely to be ________ to transmit it to offspring. A) heterozygous for the trait and able B) heterozygous for the trait and unable C) homozygous for the trait and able D) homozygous for the trait and unable ANALYSIS

80% (24)

89% (47)

INTERPRETATION: Biology LO#6 1. Students have good understanding of flow of information from gene to protein, structure of

chromosome, and primary analytical abilities of genetic disorder cause. Clearly, the majority of the students at both campuses had a very good grasp of the material. In addition, the students at both campuses performed well in basic facts and Bloom’s level of Knowledge, Comprehension and Analysis which reveal that the students are overall successfully mastering the basic material on ‘Knowledge of DNA’ presented in this course at both campuses by two different instructors.

2. Subtopics of experimental nature that were discussed in class regarding ‘experiments that demonstrated’ in relation to scientist names who performed them, were clearly a weakness among students in both campuses. These historical experiments are still considered difficult for students to understand and relating the studies to in scientists’ names as a basic knowledge could be improved.

3. The Ma and OW campus response rates differ in various subtopics. The preparation level of students in these campuses are likely different.

IMPROVEMENTS PLANNED for Biology LO#6 1. Multimedia supplementation will be used to reinforce the material. 2. The Science Learning Center requires more tutors and additional hours such that students can

spend more time in campus with assistance for useful output. 3. Group study may be encouraged within appropriate learning spaces; this is more important as

students have insisted on more collaborative spaces within our commuter campus.

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4. Although General Biology I lab exercises are standard for the introductory level in freshmen year, some modifications will be planned to reinforce the lecture material. This may be tied to campus specific level of pre-preparation that need to be identified.

3B. CHEMISTRY

. METHOD: Chemistry LO#4

We collected data for Spring 2018 in applying the principles of general chemistry, with 44 students enrolled from different majors, including BS Bio (13 students), BS Chemistry (2 students), BS Health Sciences (13 students), Bio Eng (2 students), PA (10 students), BS Biotech (1 student), BS Comp Sci (1 student), PT (1 student), and Behav Sci (1 student).

Questions in one of the three formats (multiple choice, true/false, open-ended questions) were composed to closely link with LO#4 as a direct measure. Questions were administered during the midterm exams and some of them were subsequently re-worded in order to be re-assessed in the final exam. Table 2 below provides outline of the subtopics used for assessing LO#4 and specific questions used.

Table 2: Chemistry LO#4 questions used Subtopic LO#4 Questions used

Question 1.

Multiple choice format

Understanding the principles behind the titration technique by recalling definitions.

Mid-term Exam #1

What is a primary standard used in titration technique?

A. The solution that is placed in the buret

B. The unknown solution

C. The substance used to measure the concentration of the standard solution

D. Phenolphthalein

Question 2.

Open-ended format

Using knowledge of thermodynamics for solving problems related to calorimetry

Mid-term Exam #2

A 51.6 mL dilute solution of acid at 23.85°C is mixed with 48.5 mL of a dilute solution of base, also at 23.85°C, in a coffee-cup calorimeter. After the reaction occurs, the temperature of the resulting mixture is 27.25°C. The density of the final solution is 1.03 g/mL. Calculate the amount of heat released. Assume the specific heat of the solution is 4.184 J/g·°C. The heat capacity of the calorimeter is 23.9 J/°C. Show your calculations.

Answer: q= ___ (indicate sign and unit).

Question 3.


Applying principle of thermodynamics (Hess’s Law) to determine the heat of formation of a given reaction.

Mid-term Exam #2

Given the following at 25°C and 1.00 atm:

1/2N2(g) + O2(g) NO2(g)

= 33.2 kJ

N2(g) + 2O2(g) N2O4(g)

= 11.1 kJ

Calculate the for the reaction below at 25°C. 2NO2(g) N2O4(g)

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A. +11.0 kJ

B. +44.3 kJ

C. +55.3 kJ

D. −55.3 kJ

Question 4.

True/false format

Applying the definition of rate-law expression to determine the order of a reaction.

Mid-term exam #2

Consider the following rate law expression: rate = k[A]2[B]. Which of the following is true

about the reaction having this expression?

A. The reaction is second order in B

B. The reaction is overall in B

C. The reaction is second order in A

D. Doubling the concentration of A doubles

the rate

Question 5.

Open-ended format

Determining the rate of reaction using the rate-law expression and reactants concentrations.

Mid-term exam #2

The oxidation of NO by O3 is first order in each of the reactants, and its rate constant is 1.5 x 107 M−1•s−1.

NO(g) + O3(g) NO2(g) + O2(g)

If the concentrations of NO and O3 are each 5.0 x 10-7 M, what is the rate of oxidation of NO in M•s−1?

Question 6.

Part A) open-ended format, part B) multiple choice format

Applying knowledge of equilibrium constant and LeChatelier’s principle

Mid-term Exam #3, re-formulated in final exam

1. At equilibrium, the following amounts are found at a certain temperature in a 3.0-liter container: 2.0 mole of Cl2, 0.80 mol of H2O (steam), 0.0030 mol of HCl, and 0.0045 mol of CO2.

A) Evaluate Kc at that temperature. Kc =____

B) The removal of some Cl2(g) would cause

(according to LeChatelier's principle):

A. More HCl(g) to be formed. B. No change in the amounts of products or

reactants. C. More reactants to be formed. D. The amount of HCl(g) to remain constant

while the amount of CO2(g) increases to the original equilibrium concentration.

ANALYSIS Chemistry LO#4

The number (and percentage) of students answering the questions correctly are displayed in Table 3.

1. In Spring 2018 students did overall satisfactory on content material of LO#4, which requires the understanding and application of basic knowledge of general chemistry principles as assessed via multiple choice and true/false question formats.

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Table 3: Analysis Chemistry LO#4 Subtopic LO#4 Spring 2018 (n=44)

Question 1.


22 (50.00%)

Question 2.

Open-ended format

16 (36.36%)

Question 3.


40 (90.90%)

Question 4.

True/false format

37 (84.10%)

Question 5.

Open-ended format,

16 (36.36%)

Question 6.

Part A) open-ended format, part B) multiple choice format

20 (45.45%) part A

39 (88.63%) part B

2. Results from question 2 reveal that the class struggled with solving more complex open-ended problems (36.36% only answered correctly). This suggests that students had issues developing solving-problem skills related to the use of general chemistry knowledge. Additionally, as question 2 asks for a full answer, including the unit, in some instances students provided the exact numerical value but failed to identify the correct unit, which represented a repeated mistake noticed by the instructor throughout the course.

3. Furthermore, while students were able to recall definitions, such as the rate-law expression in question 4 (84.10% of success), they were not able to use the general expression for solving problems (question 5, 36.36%). Once again, this result suggests that students struggled applying principles of general chemistry to solve analytical problems, either because they focus more on memorizing definitions or they lack the mathematical skills required for solving expressions. IMPROVEMENT PLANNED for Chemistry LO#4 In order to improve students’ ability to apply principles of general chemistry, the following has been planned:

a) Provide supplementary materials for independent study that allow students to develop problem-solving skills;

b) Provide students with supplemental instruction group sessions but if possible, in smaller groups, to provide more feedback.

c) Provide more tutoring through Science Learning Center with more one-on-one sessions for students with below par scores.

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II. Brief Description of Faculty Engagement in the Current Annual Assessment Report:

Full time faculty and adjunct faculty collaborated to provide data, including their interpretations and comments, and suggestions for improvements. Both types of faculty who taught in either campus were heavily engaged in a collaborative manner across campuses, especially adjunct faculty (BIOL 110) are highly appreciated for this.

Qualtric based Exit survey forms were made available online on cell phone format for students to complete. The transition to this new format since 2016 Fall was made possible by collaboration Planning and Assessment office. Questions are reviewed or modified each year with assistance from a junior and senior faculty advisor of Life Sciences. Some exit surveys such as those to combined BS-MS students of PA/OT/PT are still performed off-line by a coordinating faculty.

This report was compiled by Chairperson Dr. Niharika Nath and Assessment Coordinator Dr. Navin Pokala.

III. Annual Program Achievement Goals: The graduating students Exit Survey is conducted in December and May for our Department Educational Objectives and Biology Degree Program outcomes (see Appendix A). Students were asked to complete Qualtrics Exit survey easily available on their cell phones or by emailed forms. The quantitative results are below.

Table 6: Exit Survey (Scale 1-5, with 5 strongly favorable/agree)

General questions regarding Department :

OW BS.PA N =4

Incomplete Acquisition May’18

MA-OW N= 22

2017 Dec

MA-OW N=32

2018May

Did the overall quality of your major program meet your expectation? Would you recommend this department to High school students or incoming freshmen?

4.1

4.0

3.5

3.1

3.3

3.2

Educational Objectives:

Do you agree that our degree program prepares you for Educational Objective #1: To have successfully enrolled in an academic environment pursuing graduate, medical, law, business, or other professional post-graduate education within a few years post-graduation

4.1

3.8

3.5

Do you agree that our degree program prepares you for Educational Objective #2: To be gainfully employed in a position of industry, academia, or government related to Life Sciences within a few years post-graduation?

4.2

3.8

3.6

Biology program outcomes :

Design and/or conduct investigations to test hypotheses by applying the scientific 4.3 3.8 3.8

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Career preparation related questions (Bio, Chem, Biotech majors, BS/DO) May 2017 Exit Survey

Yes No

Did your program assist you in career related internships, travel, non-credit research, volunteer experience or other? n=31

61% (19)

38% (12)

If yes, did you actually obtain career related internships, travel, non-credit research, volunteer experiences or others? n=18

77% (14)

22% (4)

Analysis:

Students thought educational objectives were being met and that the biology program outcomes were being met. The BS.PA students moving into the professional phase (Master’s) rated between 4-5 indicating a good opinion of the department although this year respondents were less and data not complete.

Comparing years prior, when students at one point rated ‘overall impression of the department’ as 2.4 and higher, scores have improved and are comparable across both campuses. More students in general agree that the program assisted in their career pursuit. Besides faculty teaching dedication as major effort, new and additional career focus was made by the department in the last two years related to perception of positive “program assistance” in both campuses. Examples of student-centric career efforts by Life Sci includes department efforts a) to assist establish new student organizations such as Biomedical Engg Society chapter and Tri-beta Honor Society, b) more internship opportunity successes through department mentorship, c) membership to professional society paid by department, d) career talks by professionals invited by the department, c) department scientific seminars each month, d) standardized exam informative session by department, e) career

method

Critically review and communicate scientific data in a quantitative and qualitative manner via oral and written formats

4.1 3.6 3.8

Prepare, identify and analyze biological specimens by anatomical and dissection analyses, histology, microscopy, biochemical and molecular techniques

4.2 3.8 3.5

Analyze cell structure and function, molecular and biochemical processes and interactions

4.5 3.9 3.8

Analyze structure-function relationships and distribution of organisms by applying the theory and principles of evolution

4.2 3.8 3.5

Analyze and explain the flow of genetic information, basic principles on inheritance, recombination and genetic regulation

4.3 4.0 3.8

Evaluate both anatomical and physiological factors and their contribution to overall health and pathology

4.5 3.8 3.8

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informative announcements by mass email to all students regularly through Life Sciences office, f) department support to apply or avail global fellowships, g) opportunity to access technologies not available at NYIT such as access to scanning electron microscope in Florida remotely (in Manhattan for certain lab sections), h) department support to students to travel to present at conferences including organizing group travel, i) strong pre-professional committee support and mock interviews to students j) deans funds for summer research paid internships to students: all which contribute to positive perception of program assistance in career building.

Improvements Planned: While Life Sci students are placed in jobs and internships or enter graduate school in 6-12 months of graduation, that data has not been collected so far, though personal updates routinely flow in. A new form has been generated (Appendix C) to collect this data for next year assessment of student achievements and requires collaboration with other NYIT offices. Life Sci web site update is very recent and its impact will be clear next year, where in experiential education opportunities will be increased by proper planning with Career Services and faculty connectivity in the industry.

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Appendix A Exit Survey Form

Exit Survey - Academic Year 2017-2018, December 2017 (and May 2018)

Your Input is so important and your honest responses will help us improve Life Sciences program further.

1. Were you directly admitted to the Department of Life Sciences (LS) as a freshman, or did you transfer?

Direct: Yes or NO

If NO, Transferred from: _________

2. Which campus did you attend? OW, MA, Both ____________

3. What is your graduating GPA from NYIT? _________

4. What is your major? ___________________________

5. After college graduation, what is your career plan? (Please check what applies)

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___ Industry ___Medical/Osteopathic School ___Graduate School ___Law School___Dental School ___Other, please specify: ______________________________________

Please choose your level of agreement

1 is definitely not agree (or not favorable)

2 is not agree

3 is neither agree nor disagree

4 is agree

5 is strongly agree (or strongly favorable)

6. As a student graduating from the Biology program, do you agree with the following outcomes?:

1 2 3 4 5 A. Design and/or conduct investigations to test hypotheses by applying the scientific method

1 2 3 4 5 B. Critically review and communicate scientific data in a quantitative and qualitative manner via oral and written formats

1 2 3 4 5 C. Prepare, identify and analyze biological specimens by anatomical and dissection analyses, histology, microscopy, biochemical and molecular techniques

1 2 3 4 5 D. Analyze cell structure and function, molecular and biochemical processes and interactions

1 2 3 4 5 E. Analyze structure-function relationships and distribution of organisms by applying the theory and principles of evolution

1 2 3 4 5 F. Analyze and explain the flow of genetic information, basic principles on inheritance, recombination and genetic regulation

1 2 3 4 5 G. Evaluate both anatomical and physiological factors and their contribution to overall health and pathology

7. Please answer below:

1 is definitely not agree (or not favorable)

2 is not agree

3 is neither agree nor disagree

4 is agree

5 is strongly agree (or strongly favorable)

1 2 3 4 5 Do you agree that our degree program prepares you for Educational Objective #1: To have successfully enrolled in an academic environment pursuing

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8. Did the overall quality of your major program meet your expectations? 9. Would you recommend this program to others? 10. Any specific feedback regarding the courses (curriculum) and extra-curriculum. 11. Did your program assist you in career related internships, travel, non-credit research, volunteer

experience or other?

12. If yes, did you actually obtain career related internships, travel, non-credit research, volunteer experiences or others?

13. We wish to contact you as Alumni. Please provide: a. Your other E-mail address (non-nyit) : b. Your nyit email address:

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graduate, medical, law, business or other professional post-graduate education within a few years post-graduation?

If NOT AGREED, state why_________________________________

1 2 3 4 5 Do you agree that our degree program prepares you for Educational Objective #2: To be gainfully employed in a position of industry, academia, or government related to Life Sciences within a few years post-graduation?

If NOT AGREED, state why_______________________________________

1 2 3 4 5 What is your overall impression of the department?

If unfavorable, state why ____________________________________

1 2 3 4 5 Would you recommend this department to High school students or incoming freshmen?

If NOT AGREED, state why__________________________________

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APPENDIX B

NYIT Learning Goals and Program Level Learning Goals Alignment

BIOLOGY NYIT MISSION NYIT LEARNING GOALS

By the time of graduation, NYIT students will be

able, at the appropriate level (baccalaureate,

masters or professional) to:

PROGRAM LEARNING GOALS

BIOLOGY PROGRAM

Career Oriented

Professional Education

Gain a coherent understanding of the

knowledge, skills, and values of their discipline

LO#3 Prepare, identify and analyze biological

specimens by anatomical and dissection

analyses, histology,

microscopy, biochemical and molecular techniques

LO#4 Analyze cell structure and function,

molecular and biochemical processes and interactions

LO#5 Analyze structure-function

relationships and distribution of organisms

by applying the theory and principles of

evolution

LO#6 Analyze and explain the flow of genetic

information, basic principles on inheritance,

recombination and genetic regulation

LO#7 Evaluate both anatomical and

physiological factors and their contribution to overall health and pathology

Applications Oriented

Research

Integrate academic and co-curricular learning to

explore concepts and questions that bridge

disciplines, professions, and cultures

Formulate evidence-based and ethical courses of

action or conclusions to address challenges and

problems

Engage with, respond to, and reflect on political,

social, environmental and economic challenges

at local, national, and global levels

LO#2 Critically review and communicate scientific data in a quantitative and qualitative manner via oral and written formats

Access to Opportunity Achieve proficiency in oral and written

communication, scientific and quantitative

reasoning, critical analysis, technological

competency, and information literacy

Develop self-efficacy, professionalism,

creativity, and an innovative spirit

LO#1 Design and/or conduct investigations to test hypotheses by applying the scientific method


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CHEMISTRY NYIT MISSION NYIT LEARNING GOALS





CHEMISTRY PROGRAM

Career Oriented




LO#3 Synthesize, isolate, separate, identify, quantify and characterize molecules. LO#4 Apply the principles and techniques of analytical, inorganic, organic, biochemistry, and physical chemistry.

LO#5 Interpret data by applying principles of instrumental and statistical analysis.

LO#6 Apply molecular modeling to stereochemistry, thermodynamics, kinetics and spectroscopy.


Research






problems











LO#1 Design and/or conduct investigations to test hypotheses by applying the scientific method LO#2 Critically review and communicate scientific data in a quantitative and qualitative manner via oral and written formats

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BIOTECHNOLOGY

NYIT MISSION NYIT LEARNING GOALS





BIOTECHNOLOGY PROGRAM

Career Oriented




LO#3 Analyze DNA and protein function via instrumentation and recombinant DNA technology.

LO#4 Analyze and explain the principles

of bioprocessing for the production of

recombinant DNA-based

pharmaceuticals and therapeutics.

LO#5 Evaluate the principles of genetic engineering for the production and application of transgenic plants and

animals.


Research






problems





LO#6 Evaluate the ethical, legal, regulatory and societal impact of biotechnology.







LO#1 Design and/or conduct investigations to test hypotheses by applying the scientific method LO#2 Critically review and communicate scientific data in a quantitative and qualitative manner via oral and written formats

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Appendix C

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Appendix D

BIOLOGY– Matrix of Program Learning Outcomes matched to Courses 2017Update

Outcomes (going across):

Courses (going down):

Lite

racy

Glo

bal

per

spec

tive

Co

mm

un

icat

ion

Cri

tica

l/an

alyt

ical

thin

kin

g

Inte

rdis

cip

linar

y

min

dse

t

Eth

ical

/mo

ral a

nd

citi

zen

ship

ap

pre

ciat

ion

Pro

cess

, nat

ure

of

scie

nce

s, a

rts

Scie

nti

fic

met

hod

Mic

rosc

ope

use

Kn

owle

dg

e of

DN

A

An

ato

mic

know

led

ge

Qu

an

tita

tive

use

Taxo

no

my

BIOL-110 X

X X

X X X X X

X

BIOL-150 X X X X X

X X X X X X X

BIOL-107 X X X

X X X X

BIOL-220 X

X

X X X

BIOL-235 X X

X

X X X

BIOL-241 X

X

X X

X

BIOL-310 X X X X

X X X X X X

X

BIOL-311 X X X X

X X X X X X

BIOL-340 X

X X

X X X X X

X

BIOL-493 X X X X X

X X

X

X

BIOL-431 X

X X

X X X X X

X

BIOL-494 X X X X X

X X

X

X

BIOL-335 X

X X

X X X X X

X

17

CH

EM-250

CH

EM-210

CH

EM-150

CH

EM-110

Ou

tcom

e

s (go

ing

a

cross):

Co

urse

s (go

ing

do

wn

):

X

X

X

X Literacy

X X Global

perspective

X

X

X

X Communication

X X Critical/analytical

thinking

X X Interdisciplinary

mindset

Ethical/moral and citizenship appreciation

X

X

X

X Process, nature of

sciences, arts

X

X X Nomenclature

of Compounds

X Use of Graphs

X X Instrumentation

X

X Synthesis

of

compounds

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CHEMISTRY – Matrix of Program Learning Outcomes matched to Courses


Courses (going down): Li

tera

cy

Glo

bal

per

spec

tive

Co

mm

un

icat

ion

Cri

tica

l/an

alyt

ical

thin

kin

g

Inte

rdis

cip

linar

y

min

dse

t

Eth

ical

/mo

ral a

nd

citi

zen

ship

app

reci

atio

n

Pro

cess

, nat

ure

of

scie

nce

s, a

rts

Nom

encl

atu

re

of

Co

mp

oun

ds

Use

of

Gra

phs

Inst

rum

enta

tio

n

Syn

thes

is

of

com

po

unds

CHEM-110 X

X

X X

CHEM-150 X X X X X

X

X X

CHEM-210 X

X

X X

X

CHEM-250 X X X X X

X X

X X

BIOL-340 X X X X

X X X X X X

CHEM-310 X

X

X

X X

CHEM-410 X

X

X

X

X

CHEM-450 X

X

X

X

X

CHEM-493 X X X X X X X X X X

CHEM-494 X

X X

X

X X

CHEM-395 X

X

X X

X X

CHEM-470 X

X

X

X X X

CHEM-320 X

X X

X X X

X X

19

BIO

L-425

BIO

L-107

BIO

L-110

Ou

tcom

e

s (go

ing

a

cross):

Co

urse

s (go

ing

do

wn

):

X

X

X Literacy

X

X

Global

perspective

X

X

X Communication


thinking X

X

Interdisciplinary mindset

X Ethical/moral and

citizenship appreciation

X

X


sciences, arts

X

X

X Scientific method

X Microscope use

X X Knowledge of

DNA X

Antomic

knowledge

X Quantitative use

X Taxonomy

20

Life Science – Matrix of Program Learning Outcomes matched to Courses



tera

cy

Glo

bal

per

spec

tive

Co

mm

un

icat

ion

Cri

tica

l/an

alyt

ical

thin

kin

g

Inte

rdis

cip

linar

y

min

dse

t

Eth

ical

/mo

ral a

nd

citi

zen

ship

app

reci

atio

n

Pro

cess

, nat

ure

of

scie

nce

s, a

rts

Scie

nti

fic

met

hod

Mic

rosc

ope

use

Kn

owle

dge

of

DN

A

An

ato

mic

know

led

ge

Qu

ant

ita

tive

use

Taxo

nom

y

BIOL-110 X

X X

X X X X X

X

BIOL-150 X X X X X

X X X X X X X

BIOL-107 X X X

X X X X

BIOL-210 X

X

X X X

BIOL-230 X

X

X X X X

BIOL-240 X

X

X X

X

BIOL-310 X X X X

X X X X X X

X

BIOL-330 X

X

X X

BIOL-425 X X X X X

X X

X

X

BIOL-430 X

X X

X X X X X

X

BIOL-425 X X X X X

X X

X

X

21

BIOL-340 X

X X

X X X X X

X

22

CH

EM-250

CH

EM-210

CH

EM-150

CH

EM-110

Ou

tcom

e

s (go

ing

a

cross):

Co

urse

s (go

ing

do

wn

):

X

X

X

X Literacy

X X Global

perspective

X

X

X

X Communication


thinking


mindset


X

X

X


sciences, arts

X

X X Nomenclature

of Compounds

X Use of Graphs

X X Instrumentation

X

X Synthesis

of

compounds

24

BS.Life Science Osteopathy (BS/DO) – Matrix of Program Learning Outcomes matched to Courses



tera

cy

Glo

bal

per

spec

tive

Co

mm

un

icat

ion

Cri

tica

l/an

alyt

ical

thin

kin

g

Inte

rdis

cip

linar

y

min

dse

t

Eth

ical

/mo

ral a

nd

citi

zen

ship

app

reci

atio

n

Pro

cess

, nat

ure

of

scie

nce

s, a

rts

Scie

nti

fic

met

hod

Mic

rosc

ope

use

Kn

owle

dge

of

DN

A

An

ato

mic

know

led

ge

Qu

ant

ita

tive

use

Taxo

nom

y

MED

ICIN

E A

ND

VO

LUN

TEER

BIOL-110 X

X X

X X X X X

X

BIOL-150 X X X X X

X X X X X X X

BIOL-155 X X X

X X

X

BIOL-220 X

X

X X X

BIOL-240 X

X

X X

X

BIOL-310 X X X X

X X X X X X

X

BIOL-235 X

X

X X

BIOL-425 X X X X X

X X

X

X

BIOL-335 X

X X

X X X X X

X

BIOL-425 X X X X X

X X

X

X

BIOL-340 X

X X

X X X X X

X

25

PSYC-101 X

X X

X X X X

X

SOCI-101 X X

X X

X X X X

X

26

CH

EM-250

CH

EM-210

CH

EM-150

CH

EM-110

Ou

tcom

es (g

oin

g

acro

ss):

Co

urse

s (go

ing

d

ow

n):

X

X

X

X Literacy

X X Global

perspective

X

X

X

X Communication


thinking


mindset


X

X

X


sciences, arts

X

X X Nomenclature

of Compounds

X Use of Graphs

X X Instrumentation

27

X

X Synthesis

of compounds

BIOTECHNOLOGY– Matrix of Program Learning Outcomes matched to Courses



tera

cy

Glo

bal

per

spec

tive

Co

mm

un

icat

ion

Cri

tica

l/an

alyt

ical

thin

kin

g

Inte

rdis

cip

linar

y

min

dse

t

Eth

ical

/mo

ral a

nd

citi

zen

ship

app

reci

atio

n

Pro

cess

, nat

ure

of

scie

nce

s, a

rts

Scie

nti

fic

met

hod

Mic

rosc

ope

use

Kn

owle

dge

of

DN

A

An

ato

mic

know

led

ge

Qu

ant

ita

tive

use

Taxo

nom

y

BIOL-110 X

X X

X X X X X

X

BIOL-150 X X X X X

X X X X X X X

BIOL-235 X X

X

X X X

BIOL-331 X

X

X X

X

BIOL-335 X

X X

X X X X X

X

BIOL-340 X

X X

X X X X X

X

BIOL-341 X X

X X X X

BIOL-355 X X X

X X X

X

BIOL-493 X X X X X

X X

X

X

28

BIOL-431 X

X X

X X X X X

X

BIOL-494 X X X X X

X X

X

X

BIOL-441 X X X X

X X

X

BIOL-442 X X X X

X X

X

29

CH

EM-320

CH

EM-250

CH

EM-210

CH

EM-150

CH

EM-110

Ou

tcom

e (g

oin

g

acro

ss):

Co

urse

(go

ing

d

ow

n):

X

X

X

X

X Literacy

X

X X Global

perspective

X

X

X

X

X Communication

X


thinking

X


mindset

Ethical/moral and

citizenship appreciation

X

X

X

X


sciences, arts

X

X X Nomenclature of Compounds

X X Use of Graphs

X X Instrumentation

X

X

X Synthesis of

compounds

**END OF REPORT**

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