LISTING OF GENERAL & SPECIFIC - Kennesaw State University

1
ASSURANCE OF LEARNING REVIEW 2005-2006
KSU ASSURANCE OF LEARNING COUNCIL’S FORMATIVE FEEDBACK
FOR THE __________BIOLOGY______ PROGRAM
SECTION I- ARTICULATING STUDENT LEARNING OUTCOMES (FOR BASIC AND
ADVANCED PROGRAM PLANS)
INDICATORS (Use the Indicators Below as Needed to Provide Brief Summary Observations):
• Knowledge/Skill/Attitude Balance and Student-Centered
• SLO Differentiation
• Compliance with Disciplinary Conventions
• Building Upon Prior Learning
• Lower-Order and Higher-Order Thinking
Council’s Summary Observations:
There are 3 GLOs, 17 associated SLOs and each SLO is described in detail with a good mix of
Skills, Knowledge and Attitude.
The report does not contain a matrix that shows a correlation of Biology with GenEd courses.
Good verbal description of relationship to GenEd GLOs.
The progression from lower-order to higher-order thinking is clear.
The table on pages 2-7 is slightly confusing – perhaps a matrix with courses on one axis and
SLO’s on the other, etc.

2
SECTION II- CONNECTING OUTCOMES TO THE COURSE & PROGRAM
REQUIREMENTS (FOR ADVANCED PROGRAM PLANS ONLY)
INDICATORS FOR UNDERGRADUATE AND GRADUATE PROGRAMS (Use the
Indicators Below as Needed to Provide Brief Summary Observations):
• Linkage of All Program Requirements to SLOs
• Reinforcing SLO Attainment through Multiple Program Requirements
• Lower Division, Program Admission, & Prerequisite Requirements
• Core Upper Division (or Graduate) Course Requirements
• Elective Upper Division (or Graduate) Requirements of the Program
• Building Upon General Education (or the Baccalaureate Education) Outcomes
• Required Practicums & Internships
• Capstone Experience
INDICATORS FOR THE GENERAL EDUCATION PROGRAM (Use the Indicators Below as
Needed to Provide Brief Summary Observations) :
• Linkage of All Program Requirements to SLOs
• Reinforcing SLO Attainment through Multiple Program Requirements
• Building on the Precollege Experience
• General Education Area A Course Requirements of the Program
• General Education Area B Course Requirements of the Program
• General Education Area C Course Requirements of the Program
• General Education Area D Course Requirements of the Program
• General Education Area E Course Requirements of the Program
• Providing a Foundation for Upper Division Degree Programs
Council’s Summary Observations:
The program lacks a common capstone course or exit exam, hence, assessment efforts are focused
on the last common courses taken by Biology majors - BIOL 3300 (Genetics) and BIOL 3380
(Evolution).
IIE; Not clear which SLO is being referred to

3
SECTION III- CONNECTING OUTCOMES TO METHODS THAT COLLECT EVIDENCE OF
ASSURANCE OF LEARNING (FOR BASIC AND ADVANCED PLANS)
INDICATORS (Use the Indicators Below as Needed to Provide Brief Summary Observations):
• Focus of the Methods that Collect Evidence of Assurance of Learning for Assessing
Students’ Knowledge, Skills, and Attitudes
• Focus of the Methods that Collect Evidence of Assurance of Learning for Assessing
Students’ Lower-Level and Higher-Level Thinking
• Use of Reliable and Valid Methods that Collect Evidence of Assurance of Learning
• Student Motivation Concerning the Methods that Collect Evidence of Assurance of
Learning
• Use of Multiple Measures
• Use of Direct and Indirect Measures of Outcomes
• Use of Quantitative and Qualitative Measures
Council’s Summary Observations:
General SLO should read GLO # 2
Specific SLOs (1) should read SLO # 1
Specific SLOs(2) should read SLO # 6
Clearly stated evaluation methods:
a. questionnaire for graduating seniors
b. 100 multiple-choice exam questions will be embedded within the course
c. Two embedded course assignments (e.g., lab reports) will be evaluated for 20% of the
students in the course, selected at random.
Rubric is being developed .
Nothing is standardized

4
SECTION IV- ARTICULATING EXPECTED AND HYPOTHESIZED FINDINGS FOR THE
EVIDENCE (FOR ADVANCED PLANS)
INDICATORS (Use the Indicators Below as Needed to Provide Brief Summary Observations):
• Articulating Expected Findings for each Method that Collects Evidence of Assurance of
Learning
• Use of Measurable/Observable Language
• Use of an Appropriate Standard
• Clarity of the Expected Findings
Council’s Summary Observations:
The department is considering various alternatives including standardized tests as a means for
assessing their learning outcomes.
This appears to be a work in progress.

5
SECTION V- ARTICULATING THE PLAN AND TIMETABLE FOR COLLECTING
EVIDENCE OF ASSURANCE OF LEARNING (FOR BASIC AND ADVANCED PLANS)
INDICATORS (Use the Indicators Below as Needed to Provide Brief Summary Observations):
• Completeness of the Evidence Gathering Plan
• Strengths and Weaknesses of the Evidence Gathering Plan
• Practicality of the Evidence Gathering Plan
Council’s Summary Observations:
Time table clearly stated out to year 2009:
BIOL 300 (Genetics) and BIOL 3380 (Evolution) will be assessed in alternating years beginning
in fall 2005. The graduate exit survey was developed and pilot-tested in spring 2005, and fully
implemented in fall 2005.
In fall 2007 (the second evaluation of BIOL 3300) assessment of the specific learning outcomes in
GLO#1 will be incorporated, and in fall 2009(the third evaluation of BIOL 3300) the specific
learning outcomes in GLO #3 will be included. \
Will have an AOL coordinator.

6
SECTION VI- COLLECTING, ANALYZING, AND INTERPRETING EVIDENCE OF
ASSURANCE OF LEARNING (FOR BASIC AND ADVANCED PLANS)
INDICATORS (Use the Indicators Below as Needed to Provide Brief Summary Observations):
• Strengths and Weaknesses of the Evidence Collection
• Strengths and Weaknesses of the Analysis of Evidence
• Strengths and Weaknesses of the Interpretation of Evidence Gathered
Council’s Summary Observations:
The return rates for student surveys were 30% for spring 2005 and 34% for fall 2005. The
department is working on how to increase the return rate.
Perhaps the use of a frequency count would be more realistic than the “mean scores” on the
survey.
For the embedded course questions the Biology team analyzed, evaluated and discussed student
deficiencies in relevant areas and is planning course revisions, accordingly.

7
SECTION VII- USING FINDINGS OF ASSURANCE OF LEARNING FOR QUALITY
ENHANCEMENT (FOR BASIC AND ADVANCED PLANS)
INDICATORS Use the Indicators Below as Needed to Provide Brief Summary Observations):
• Quality of the Academic Program Improvement Plan
• Quality of the Assurance of Learning Process Improvement Plan
• Completeness of the Academic Program Improvement Plan
• Completeness of the Assurance of Learning Process Improvement Plan
Council’s Summary Observations:
On page 24 the report mentions a “rubric” – where is it?
It appears that the Biology department embraces the assurance of learning process as a means for
improving student learning. There is a clear plan to encourage professors to deliver a uniform
program using teaching and assessment tools at each level as appropriate..
The department is considering developing a capstone course or exit exam – with a clearly stated
timetable.
On page 26 of the report we were curious about the phrase “if each agrees to release their data to
the other”.