Biology
Program Purpose
The Bachelor of Science Program in Biology prepares undergraduate students for professional and graduate work in the biological and health sciences. The curriculum in biology includes didactic, laboratory and field experiences in anatomy, physiology, ecology, microbiology, zoology, botany, genetics, biochemistry, evolution, and applied biology. It is designed for students wishing to apply to graduate programs in biology, to professional schools in the medical sciences (medicine, dentistry, pharmacy, veterinary sciences, physical therapy, clinical laboratory sciences, etc.), those seeking careers in the applied biological sciences, and those wishing to pursue graduate teaching credentials with a specialty in biology. Students may also gain experience by participating in special field courses and undergraduate research opportunities at the Yamsi Ranch in Sprague River and at Crater Lake National Park.
Educational Objectives
Provide an integrated foundation of knowledge in biological disciplines that includes morphological, physiological, developmental, ecological, and evolutionary principles.
Present information on the life sciences that utilize the scientific method and emphasizing skills in analysis, evaluation, and critical thinking.
Prepare students for entrance into graduate schools and professional health schools, including preparation for national admissions examinations, such as the Graduate Record Examination (GRE), Medical College Admission Test (MCAT) and similar examinations.
Provide students with practical skills that can qualify them for entry level positions in applied biology occupations, such as wildlife conservation, forest ranger, and environmental consulting.
Expected Student Learning Outcomes
Ability to utilize and apply mathematical concepts, including statistics and graphic analysis, to biological phenomena.
Gain factual knowledge (terminology, data organization, and methodology) on biological organisms, cellular biology, molecular structure, anatomy and physiology, evolutionary history, genetics and heredity, and ecological principles.
Acquire theoretical concepts, fundamental principles and generalizations and utilize these biological ideas in evaluating factual information.
Ability to conduct efficient literature searches, utilize data bases, and critically evaluate the results and conclusions presented in scientific papers, studies and other resources.
Ability to communicate with others orally, in written form, and use of technological media, including effective presentation of reviews and research reports.
Application of biological principles and methodology to solving environmental, health-related, and other biology-based problems using individual initiative and collaborative efforts as team members.
Curriculum Map
The Biology program curriculum map can be found on the program's web page on the OIT web site.
Summary of Student Learning Outcomes
During the 2007-08 academic year, the Biology faculty formally assessed the student learning outcomes summarized below. Additional details can be found in the attached assessment report and in department assessment records.
SLO 1. Ability to utilize and apply mathematical concepts, including statistics and graphic analysis, to biological phenomena.
Strengths and weaknesses: Results differed dramatically between two separate assessments of mathematical ability. Ken Usher's class met the proficiency criteria for all tasks measured on graphing and interpreting enzyme kinetics. For the six tasks assessed, 81 to 100% of the students achieved minimum proficiency levels. Assessment of basic math skills by Lawrence Powers showed an overall lack of proficiency. Although most of the students self-reported passing grades in mathematics courses, including algebra and statistics, the examination did not support competence in basic interpretation and problem solving.
Improvement Plans: Mathematical skills presented in General Ecology (BIO 327) will be introduced and reinforced by laboratory sessions devoted to interpreting graphs, identifying data types, and solving problems in population biology and population genetics. A modified version of the assessment examination will be presented during the middle interval of the course.
SLO 2. Gain factual knowledge (terminology, data organization, and methodology) on biological organisms, cellular biology, molecular structure, anatomy and physiology, evolutionary history, genetics and heredity, and ecological principles.
Strengths and weaknesses: Results for both assessments of factual knowledge were mixed. Students in Molly O'Shaughnessy's Anatomy and Physiology course (BIO 331) were assessed for ability to identify anatomical structures on a series of drawings. Students showed proficiency on four of the eight sets of questions. Ability to obtain and present factual knowledge for a term paper in Lawrence Powers' Principles of Biology (BIO 211) course was assessed. For the four tasks required, 66.2% of the students were rated as good to excellent, meeting proficiency.
Improvement Plans: Better drawings will be used for the anatomy test in BIO 331 and drawings will also supplement other visual aids and direct cadaver observations. Criteria related to factual knowledge for term papers in BIO 211 will be distributed with future handouts announcing the assignment. The assessment criteria will be scored to align with the student handout and the student self-evaluation will match the scoring rubric for the instructor's evaluation.