Outcomes Data

1. Graduating Senior Exit Surveys

Each year, the College of Science conducts interviews with a sample of graduates that majored in Biology. Students complete a survey composed of 19 questions about their undergraduate educational experiences. Each year the surveys are carefully reviewed by the administration in the Department of Biology. The results are tabulated and summarized.  The Department uses this information to initiate changes as needed.
 

See the following documents for the Summary of Graduating Seniors Exit Surveys: 2010,  2009, 2008, 2007, 2006, 2005, 2004, 2003, 2002

2. Placement of Students into Professional Health Programs

The Department maintains detailed statistics on the success of our students seeking admission into medical and dental schools. The pre-health program at USU has consistently achieved admission rates above the national average. Below is a summary table; detailed information can be obtained from links associated with the pre-health program for undergraduates.

ADMISSION RATES (%, most are based on samples of >30 students)

3. Capstone Courses

Biology Program: Because evolution is the central, unifying concept in biology, we teach a senior-level capstone course in Evolutionary Biology that integrates information from nearly all areas of biological research. The course also serves as a Communications-Intensive course in the department; students are required to write multiple essays after conducting literature searches on particular topics in biological evolution. We have used the course to assess both student breadth of knowledge (i.e., areas that are well-covered or poorly-covered in previous courses) and overall writing skills. To identify ways to improve each student's ability to construct thoughtful, engaging essays, we employ a full-time teaching assistant whose sole responsibility is to assist students at each stage of the writing process. Instructors and teaching assistants have increased their attention to areas not covered in other courses for the biology major, and have prepared handouts to anticipate common writing problems (misunderstandings regarding proper literature citation, plagiarism, etc.). Further details can be obtained at the course website.

4. Advising Assessment

The senior exit surveys revealed that student opinions about advising were often poor. For example, in 2001, to the statement: "The quality of the advising I received in my department was adequate" 13 students strongly disagreed, 13 disagreed, and 36 agreed. The department made changes in its advising services in AY 2004-2005 in response to student opinions (see Data-Based Decisions). Surveys in interim years suggest that student satisfaction with the quality of advising has increased. In recent years, 2008 and 2009, our approval ratings seem to be holding consistent. Over this period the number of students indicating they met with their advisor on a regular basis has decreased. To better serve our undergraduate students we have established consistent office hours in the Advising Office and hired a new Academic Advisor.  2008-09 brought staffing changes to the Advising office. The Department trained additional staff to better support the advising office and relies on student peer advisors as well as student office assistants to provide additional advising support.  In 2009, we are working with advisors across campus to streamline advising of the pre-nursing students on campus. This will provide consistent advising to the pre-nursing students and allow the Biology advisors to focus on Biology majors and pre-health professions students. The Department has a monthly advisor meeting to discuss student concerns and issues. The Department Head meets biweekly with the Director of Undergraduate Studies to address all advising issues in the Department. 

5. Curriculum Assessment

The senior exit surveys reveal that students were generally satisfied with the curriculum. However, frequent comments occurred about the need for more variety in upper division courses, more lab courses, and stronger physiology offerings. The department began addressing its upper division physiology curriculum in AY 2003-2004 (see Data-Based Decisions).  Review of our curriculum is a on-going effort.  The Curriculum Committee and Biology Advisory Council have recently, Spring 2009, provided additional recommendations to the Department Head to address the impact of recent budget cuts on the curriculum.  The Department Head is carefully considering these recommendations and with consultation of the faculty is implementing changes and restructuring as needed.