Weber State University   

Botany

Results of Assessment

1999-2000 (submitted 10/4/00)

The Botany Department Student Learning Outcomes fall into three major categories:

[1] Knowledge and Comprehension (Cognitive Domain)

[2] Skills Development (Conative Domain)

[3] Values (Affective Domain)

[1] Knowledge and Comprehension:

Action Taken: Assessment of student knowledge and comprehension in Botany was basically placed in a hiatus status during the last academic year or even two because:

1. Through semester conversion we combined three quarter classes into one major semester class which resulted in a loss of opportunity to meet with only majors early enough in their program of studies to administer a formal Pre-Test (as we had in one research design class for our majors under quarters).

2. The ongoing assessment planning in the Department was going to have a significant impact upon our Portfolio requirements and until we all agreed upon the outcomes needing to be assessed, administering a Pre- and Post-Test was postponed until this year.

Future Plans (2000-01):

1. Develop a sophomore-level course to provide the opportunity to explain our Portfolio requirements and their values, explain the other aspects of the program such as Thesis requirements, motivate students to develop valuable skills for post-graduation purposes, and to deliver the Pre-Test to each incoming student.

2. Administer Post-Test in capstone senior seminar course.

3. Develop test instruments to add to the exit interview process to assess knowledge and comprehension.

[2] Skills Development: (a) Field and Laboratory Research Skills, (b) Critical Thinking Skills, (c) Problem-Solving Skills, (d) Communications Skills, (e) Computer Skills, (f) Cooperative/Social Responsibility Skills, and (g) Self-Assessment Skills.

Action Taken:

1. Skills a-d were, and continue to be, assessed at the conclusion of each upper-level course as well as the capstone senior seminar and senior thesis. The other skills were assessed in the senior capstone courses. Self-assessment opportunities were accorded graduates in an exit interview prior to graduation in spring 2000.

Exit Interview: The Botany Department conducted its first formal exit interviews of graduates this last spring. Information was gathered on graduates through the following questions: (a) How long did your degree studies take? (b) What motivated you to choose Botany and now do you feel about having made that choice? (c) What recommendations do you have for improvement of the Botany program? (d) What did you find most useful/not useful? (e) How would you assess the advisement you received from all levels from the laboratory manager, to the professors, secretary, and advisement centers? (f) Could you assess yourself with regard to the three areas of expected learning outcomes identified by the Department of Botany? (g) What are your future short-term and long-range plans? (h) What ideas might you share with the department regarding the curriculum? (i) Do you feel you have had a good understanding of University Policies and Procedures as they affect students? (j) Are there any additional comments you wish to make?

The results of these exit interviews were discussed in a Department meeting this autumn.

Results: On the plus side of the ledger:

1. Each graduate was extremely pleased with their experiences at W.S.U.

2. The Department of Botany is a small but caring department. The course offerings are diverse providing an excellent overview of botany.

3. Advisement at the department level is excellent.

4. The curriculum restructuring idea of the department is an excellent idea. Having various "tracks" or emphases will be more attractive to students since not every student needs or wants to go to graduate school. The present chemistry requirement for graduate school is perceived to be too extensive for non-graduate school-bound majors.

On the recommendation side of the ledger:

1. Some departmental required courses are too time consuming especially during the senior year with many required courses taken then. Should have a "weeding" early rather than late in the program.

2. Students should be encouraged to take advantage of more advisement.

3. The department should develop more information seminars for its majors. For example: How should students best prepare to meet the Portfolio requirement? How should students best prepare to write a scientific paper? How should a student best approach a thesis topic and research?

4. The department should develop a Botanical Latin course.

5. The department should offer more "Topics" courses.

6. Need more options or emphases for the major. The requirement for a Chemistry minor is too restrictive of other opportunities.

7. Need more hands-on, outdoor activities and more extensive and diverse fieldtrip opportunities.

8. Need to develop more internship opportunities for students.

9. Students need an opportunity to take some classes for fun - not just for fulfilling a major requirement, i.e., need more elective courses.

Future Plans (2000-01):

1. We will continue to assess skills in each upper-level course and the capstone experiences, however, more detailed and formal inclusion of these assessments will be part of the student Portfolios whose requirements have been revised. Use of the newly revised Portfolios will be made in 2000-01.

2. The department will continue the restructuring of the curriculum, however, this should be done cautiously since we must temper a theoretical ideal with practical reality. The notion of a relative multitude (seven or eight) tracks may well have resource implications which can not be met. These include the number of student majors (a critical minimum size is necessary to make many tracks work), faculty to teach new courses recommended in these new tracks, and laboratory space and equipment.

3. A sophomore-level required class where majors can meet for: advisement, information, preparation for meeting the Portfolio requirements, how to approach a thesis, how to best prepare to sell your skills and talents in the job market, etc. is imperative.

4. We do need to develop more internship opportunities for our students but often those available are not taken advantage of since in many cases our students are not in a position to leave the state for such experiences. These issues could also be dealt with in the above mentioned course.

[3] Values:

Inasmuch as the way we plan to assess this area is through the Portfolio process and this was in revision during Spring semester, 2000, not much other than increasing dialogue with students has taken place.

Future Plans (2000-01):

The revised Portfolio requirement will be implemented this semester and data collected at the completion of the student Portfolios.

Mission Statement / Student Learning Outcomes / Curriculum Grid / Assessment Plan / Contact Person