Biology and Marine Biology

expression), critical thinking
(information literacy and
critical thinking), and to
some extent responsible
citizenship (global
citizenship)

evaluates the teaching

ability of the student using

the Last question on the

Evaluation of Teaching

form.

implementation of the

assessment of this SLO in

the 2009-2010 year.

University of North Carolina Wilmington

Educational Program Assessment Plan and Report

(Master’s Program, Biology & Marine Biology)

Assessment Plan for 2007 - 2008

Primary Contact Name/Info: Heather Koopman, Biology & Marine Biology, [email protected]

Program Outcome

UNCW Strategic Goal

Tools Implementation Summary of Findings Actions Taken

We did not have any
program outcomes in place
in 2007-08.

Student Learning Outcome

UNCW-wide Learning Goal

Tools Implementation Summary of Findings Actions Taken

SLO2: A graduate student
should be able to
independently answer
questions regarding their
research field. Link to
UNCW Learning Goal:
critical thinking (information
literacy and critical thinking)
and thoughtful expression
(thoughtful expression).

Oral preliminary exam is

successfully completed. The

student’s committee

evaluates performance in

the exam with a form.

Each student in the program

is assessed by each of

his/her committee

members. Data on the

student’s ability to

articulate information, on

the depth and breadth of

their knowledge, and

professional poise are

collected.

In the 2007-08 year, 5 oral

examinations were

completed and assessed.

While faculty determined

that student performance

was good for three of the

expectations of the exam

(ability to articulate 80%,

depth of knowledge 80%

and professional poise

100%), students did not

meet faculty expectations in

terms of demonstrating the

ability to answer a breadth

of questions (60%).

The findings on the 2007- 08

year were reported to the

department and discussed

at the faculty retreat. The

faculty were made aware of

this weakness in our

program. As a result, many

advisors took informal

steps to correct this

problem, such as

encouraging students to

interact more with

committee members,

helping to focus studying,

practicing the presentation