Department of Biology
Five-year Assessment Plan – 2013-2018
Biology Mission Statement
The Mission of the Biology Department at Framingham State University is to provide a diverse
student population with an excellent, comprehensive undergraduate education in the life sciences
within the context of a liberal arts curriculum. We strive to engage students in biological
concepts and guide them to understand current biological principles and processes. We
emphasize experiential learning through laboratory exercises, field experiences and working
closely with faculty in biological research. Students may select from concentrations in General
Biology, Wildlife and Environmental Biology, Biotechnology and Biomedical Science, Preprofessional Studies and Biology Secondary Education Teaching. Our program prepares
students for employment in research, teaching, and the pursuit of advanced degrees in biology or
health-related professional schools.
Biology Major Learning Objectives
1. Develop a broad understanding of the basic principles of biology, including the
molecular, cellular, organismal, population, community, ecosystem, and global levels.
Understand how these basic principles have developed and apply them to past events and
current issues.
2. Gain familiarity with the characteristics and ecological roles of a diverse array of living
organisms and understand the evolutionary mechanisms that produced this diversity.
3. Understand the scientific process. Learn to apply appropriate experimental design,
technology, and statistical methods to scientific problems.
4. Acquire experience with a wide range of laboratory and field techniques used in biology
today. Understand and practice appropriate record keeping for data collection and
analysis.
5. Demonstrate the ability to apply information technology appropriate for effective
communication, data collection and analysis.
6. Develop competence using library and electronic resources to access biological
information. Learn to evaluate and organize biological information and present it clearly
in written and oral form.
Specific learning outcomes identified for each learning objective are outlined in
Appendix 1.
Biology Department Assessment Plan
The biology department plans to assess the biology major through a review of writing samples
and through testing. Undergraduate biology majors will be asked to submit two documents over the
course of their career at Framingham State University. They will submit one lab report while enrolled in
an introductory biology course (BIOL 160) and their final written report prepared for Methods in
Biological Research II (BIOL 407). The department will develop a diagnostic test which will be
administered to first year biology students in BIOL 160 and to senior students in BIOL 407. This plan
will allow the department to begin gathering data immediately about the areas where our students meet,
exceed, or perform below our expectations and to assess gains our students have made during their
Department of Biology
Five-year Assessment Plan – 2013-2018
college careers. In addition, the department will administer a survey to assess the success of the program
as perceived by our alumni. The 5-year assessment plan will gather three types of data: the diagnostic
exam will assess content knowledge, the writing samples will assess students’ ability to convey scientific
information in appropriate formats and the alumni survey will evaluate the preparedness of students for
post-graduate education and employment after graduation.
Five-year Plan:
Year 1 (2013-2014):
Collect and assess papers (formal lab reports) from 20 randomly selected first year students
(enrolled in BIOL 160) and from all senior students (enrolled in BIOL 407). The papers from the
BIOL 407 students will be their final written reports of their Methods research experience. The
papers will all be assessed by the designated department assessment person using the rubric
(Appendix 2).
Write the diagnostic exam.
Create a data base for maintaining assessment results.
Year 2 (2014-2015):
Administer diagnostic exam to first year students (enrolled in BIOL 160) at the beginning of the
autumn semester (2014).
Senior students enrolled in BIOL 407 will be given the diagnostic exam at the end of the autumn
2014 semester.
Year 3 (2015-2016):
Survey graduating seniors and alumni (of the past 10 years). The survey instrument is presented
in Appendix 2.
Year 4 (2016-2017):
Collect and assess papers (formal lab reports) from 20 randomly selected first year students
(enrolled in BIOL 160) and from all senior students (enrolled in BIOL 407). The papers will all
be assessed by the same individual using the rubric (Appendix 3).
Year 5 (2017-2018):
Give diagnostic exam to first year (enrolled in BIOL 160) at the beginning of the autumn
semester (2017). Senior students enrolled in BIOL 407 will be given the exam at the end of the
autumn 2017 semester.
Analyze data, identify patterns where students are meeting expectation and lacking proficiency.
The curriculum will be adjusted as appropriate.
Department of Biology
Five-year Assessment Plan – 2013-2018
Specific program objectives are monitored as followed:
i.
ii.
iii.
Develop a broad understanding of the basic principles of biology, including the
molecular, cellular, organismal, population, community, and ecosystem levels.
Understand how these basic principles have developed and apply them to past events
and current issues.

Seniors will score an average of at least 90% on the diagnostic test. Seniors
will, on average, score at least 30% better on the diagnostic test than first year
students.

85% of alumni will strongly agree or agree with the statements that they have
developed a good understanding of molecular biology, cellular biology,
physiology, and ecology.

All alumni will report that they were very well prepared, well prepared, or
prepared for their first job or graduate school experience.
Gain familiarity with the characteristics and ecological roles of a diverse array of
living organisms and understand the evolutionary mechanisms that produced this
diversity.

Seniors will score an average of at least 90% on the diagnostic test. Seniors
will, on average, score at least 30% better on the diagnostic test than first year
students.

85% of alumni will strongly agree or agree with the statements that they have
developed a good understanding of biological diversity and evolution.

All students will complete coursework in evolution.
Understand the scientific process. Learn to apply appropriate critical thinking,
experimental design, technology, and statistical methods to scientific problems.

85% of alumni will strongly agree or agree with the statements that they have
developed a good understanding of the scientific process and that they learned
to develop hypotheses, design experiments, and analyze data.

95% of students will complete Methods in Biological Research with a grade of
C or better.

Senior methods papers will score at least 50% better than those of first year
students.
Department of Biology
Five-year Assessment Plan – 2013-2018
iv.
v.
vi.
Acquire experience with a wide range of laboratory and field techniques used in
biology today. Understand and practice appropriate record keeping for data
collection and analysis.

85% of alumni will strongly agree or agree that they learned to use a wide range
of laboratory and field techniques and maintain appropriate field and laboratory
records.

All students will complete at least 12 courses that include a laboratory or field
component.

Students will maintain laboratory notebooks appropriate to individual courses
and laboratory and field notes will be evaluated at the end of Methods in
Biological Research II.
Develop computer skills including word processing, data analysis, presentation
software, and electronic communication.

All lab reports and written assignments will be completed using a word
processing software.

Students will complete Biological Statistics that will incorporate usage of a data
analysis software package. Lab reports will require appropriate use of graphing
and data analysis software.

Final student presentations in Methods in Biological Research will require use
of Microsoft PowerPoint.
Develop competence using library and electronic resources to access biological
information. Learn to evaluate and organize biological information and present it
clearly in written and oral form.

85% of alumni will strongly agree or agree that they learned to deliver an oral
presentation, write clearly and concisely, and use library and electronic
resources to access biological information.

All students will complete a scientific paper and formal presentation for
Methods in Biological Research I and II; these will require multiple drafts
critiqued by classmates and faculty members. Students will maintain portfolios
demonstrating the development of their papers and presentations. The final
portfolios will be evaluated by the instructors in Methods II and the research
supervisor.
Department of Biology
Five-year Assessment Plan – 2013-2018
Appendix 1.
Specific Learning Outcomes Associated with Learning Objectives to be assessed:
Objective
1. Develop a broad understanding of the
basic principles of biology, including
the molecular, cellular, organismal,
population, community, and ecosystem
levels. Understand how these basic
principles have developed and apply
them to past events and current issues.
2. Gain familiarity with the characteristics
and ecological roles of a diverse array
of living organisms and understand the
evolutionary mechanisms that
produced this diversity.
3. Understand the scientific process.
Learn to apply appropriate
experimental design, technology, and
statistical methods to scientific
problems.
4. Acquire experience with a wide range
of laboratory and field techniques used
in biology today. Understand and
practice appropriate record keeping for
data collection and analysis.
Learning Outcome
 Identify the major levels of biological
organization.
 Demonstrate an understanding of basic
chemical principles that form the
foundation of all biological processes.
 Summarize the principles that drive
biological activity at each level of
organization.
 Demonstrate familiarity with major
biological theories.
 Describe the work and seminal
experiments of major figures in
biology.
 Demonstrate an understanding of
current research trends.
 Differentiate among members of the
three domains.
 Describe characteristics shared by
members of major kingdoms.
 Demonstrate familiarity with
evolutionary mechanisms.
 Describe evidence from macroevolution
and microevolution that supports the
Theory of Evolution.
 Formulate testable hypotheses and
generate appropriate predictions from
these hypotheses.
 Design experiments with appropriate
controls and levels of replication.
 Interpret descriptive and inferential
statistics.
 Apply appropriate statistical techniques.
 Demonstrate competency using a range
of laboratory and field techniques.
 Complete an independent research
project using appropriate lab or field
techniques.
 Maintain appropriate records for all
laboratory and field experiences.
 Provide complete laboratory records for
Department of Biology
Five-year Assessment Plan – 2013-2018
5. Develop computer skills including
word processing, data analysis,
presentation software, and electronic
communication.
6. Develop competence using library and
electronic resources to access
biological information. Learn to
evaluate and organize biological
information and present it clearly in
written and oral form.
independent research project.
 Demonstrate understanding of legal and
ethical requirements for use of
laboratory animals.
 Identify quantitative relationships
among variables at all levels of
biological organization.
 Demonstrate proficiency in use of word
processing programs for production of
lab reports and papers.
 Respond to editorial comments by
revising drafts appropriately.
 Produce appropriate slides for oral
presentation of independent research.
 Demonstrate professionalism in
electronic communication with faculty
and peers.
 Locate and retrieve scientific papers
from the primary literature.
 Produce a sample of written work in a
format appropriate for submission to a
scientific journal.
 Deliver a clear and well-organized
presentation of an independent research
project.
Department of Biology
Five-year Assessment Plan – 2013-2018
Appendix 2.
Alumni Survey to be used (will be modified for seniors)
1. How many years did you spend at Framingham State University?
a. 2 ½ or fewer
b. 3 years
c. 4 years
d. 5 years
e. more than 5 years
2. Were you a transfer student?
a. Yes
b. No
3. What was your concentration?
a. General biology
b. Wildlife or Environmental Biology
c. Biotechnology/Biomedical Science
d. Biology Secondary Education Teaching Program
e. Pre-professional Program
4. Did you complete a minor? (If yes go to number 5, if no skip to number 6.)
a. Yes
b. No
5. What was your minor?
a. Biochemistry
b. Neuroscience
c. Psychology
d. Secondary Education
e. Other (please explain)
6. When did you graduate
a. 5 years ago or less
b. 6 to 10 years ago
c. More than 10 years ago
7. What is your current situation?
a. Employed
b. Graduate or Professional School
c. Employed and Part-time student
Department of Biology
Five-year Assessment Plan – 2013-2018
d. Other (Please Explain)
If you are currently employed, please continue with question 8, otherwise go to
question 14.
8. If you are currently employed, are you working in a biology- or medical-, or educationrelated field?
a. Yes
b. No (explain)
9. What is your job title?
a. Teacher
b. Other Education Professional
c. Laboratory Technician
d. Researcher
e. Science/Medical Sales
f. Wildlife Biologist
g. Physician
h. Veterinarian
i. Nurse
j. Nurse Practitioner/Physician’s Assistant
k. Other (Please Explain)
10. In what type of organization are you employed?
a. School
b. College/University
c. Medical School
d. Federal, State, or Local Agency
e. Business/Private Research Laboratory
f. Other (Please Explain)
11. How many hours per week do you work?
a. 40 or more
b. 35-39
c. 20-34
d. Less than 20
12. What is your major responsibility?
a. Teaching
b. Supervision (education)
c. Laboratory or Field Research
d. Quality Control
Department of Biology
Five-year Assessment Plan – 2013-2018
e.
f.
g.
h.
Supervision (Laboratory/Field)
Sales
Business/Management
Other (specify)
13. Overall, how well did your Framingham State University biology education prepare you
for your entry-level job?
a. I was very well prepared
b. I was well prepared
c. I was prepared
d. I was somewhat prepared
e. I was not at all prepared
f. I have not worked in any field related to my degree.
14. How did you find your first position after college?
a. FSC Placement Office
b. FSC faculty member
c. Internship
d. Word of Mouth
e. Newspaper
f. Online job advertisement
g. Company website
h. Other (Please Explain)
15. How soon after graduation did you find your first major-related job?
a. Prior to graduation
b. 1-3 months
c. 4-6 months
d. 7 months or more
e. Never
16. Are you currently enrolled in an academic degree program?
a. No
b. Yes, M.S. in Biology
c. Yes, M.Ed.
d. Yes, Ph.D.
e. Yes, Medical School
f. Yes, Dental School
g. Yes, Veterinary School
h. Yes, Nursing/Nurse Practitioner
i. Yes, Physician’s Assistant
j. Yes, Pharmacy
k. Other (Explain)
Department of Biology
Five-year Assessment Plan – 2013-2018
17. Overall, how well did your Framingham State University biology education prepare you
for further educational training?
a. I was very well prepared
b. I was well prepared
c. I was prepared
d. I was somewhat prepared
e. I was not at all prepared
f. I have not sought education beyond Framingham State College
Please indicate whether your Framingham State University degree prepared you in each of
the following areas by indicating your level of agreement with each of the following
statements:
SA= Strongly Agree, A= Agree, N-Neither Agree nor disagree, D=Disagree, SD= Strongly
Disagree.
18. As a Framingham State University student I developed a good understanding of :
SA A N
The basic principles of biology.
Molecular Biology.
Cellular Biology.
Physiology (Animal or Plant)
Ecology
Biological Diversity
Evolution
The Scientific Process
D
SD
Department of Biology
Five-year Assessment Plan – 2013-2018
19. As a Framingham State University student I learned to:
SA A N
D
SD
Develop hypotheses.
Design experiments to test hypotheses.
Use appropriate statistical methods.
Use a range of laboratory techniques.
Use a range of field techniques.
Maintain appropriate laboratory/field records.
Use data analysis and graphing software.
Deliver an oral presentation.
Write clearly and concisely.
Use library and electronic sources to access biological
information.
20. Do you have any other comments you wish to make about the program (Andrea, can we just
include a box here?)
Department of Biology
Five-year Assessment Plan – 2013-2018
Appendix 3.
Assessment Rubric to Evaluate Lab Reports and Papers
For each category, circle excellent, good, fair, or poor and assign the appropriate number of
points. Make specific corrections directly in the text of the paper.
Points
Spelling and Grammar:
Excellent=4
Good=3
Fair=2
Poor= 1
Introduction:
Background information is adequate to understand project and
information included is relevant to the topic.
Excellent=4
Good=3
Fair=2
Poor= 1
Hypothesis or research goal clearly stated
Excellent=4
Good=3
Fair=2
Poor= 1
Organization and structure of introduction
Excellent=4
Good=3
Fair=2
Poor= 1
Good=3
Fair=2
Poor= 1
Methods:
Clear and complete
Excellent=4
In appropriate format (and past tense)
Excellent=4
Good=3
Fair=2
Poor= 1
Good=3
Fair=2
Poor= 1
Well-organized
Excellent=4
Department of Biology
Five-year Assessment Plan – 2013-2018
Results:
Clearly summarized
Excellent=4
Good=3
Fair=2
Poor= 1
Good=3
Fair=2
Poor= 1
Fair=2
Poor= 1
Figures and Tables cited
Excellent=4
Discussion:
Data related to relevant literature
Excellent=4
Good=3
Significance of data clearly explained
Excellent=4
Good=3
Fair=2
Poor= 1
Fair=2
Poor= 1
Fair=2
Poor= 1
Future direction/questions addressed
Excellent=4
Good=3
Figures and Tables:
Data presented appropriately
Excellent=4
Good=3
Captions/Titles are well written and complete
Excellent=4
Good=3
Fair=2
Poor= 1
References:
Complete (all references cited in paper are included and vice versa)
Excellent=4
Good=3
Fair=2
Poor= 1
Fair=2
Poor= 1
Format consistent with model paper.
Excellent=4
Total Points
General Comments:
Good=3