VII.C. What Resources Have Been Provided in the Last 5 Years?
Some resources have been obtained by the faculty through intramural and extramural grants; others have been allocated by the dean of COTS. Recently received resources include equipment (camera, TV, DVD player, computer, video camera); computer software (The Observer); 3 workload units of release time for the program director; an increased program budget as part of Spheres of Distinction grant to stabilize interdisciplinary programs in general; and a full-time, tenure-track faculty position through a Spheres of Distinction grant. These resources enabled us to complete an MS degree program proposal, a program charter, and to develop of assessment methods for both the existing BS program and the proposed MS one.
VII.D. What Recommendations from the Previous Program Review are Outstanding?
This is the first program review for PBE, so the question is not applicable.
VII.E. What Past Recommendations Have Been Implemented?
This is the first program review for PBE, so the question is not applicable.
VII.F. Make a Comparison Between the last Program Review and Where the Program is Now
This is the first program review for PBE, so the question is not applicable.
VIII. Future Directions VIII.A. Describe the Program’s Aspirations for the Next 3-5 Years
Over the next 3-5 years, program faculty plan to:
Institute the Primate Behavior MS degree program, beginning fall quarter 2008.
Make curriculum adjustments to the BS program based on changes in 100-level biology courses.
Implement assessment plan for MS and BS programs.
Make program resources (books, articles, computers, equipment) more accessible to our students, through the development of a monitoring and maintenance system.
Find permanent sources of support for faculty and student research (field schools, etc.), particularly focusing on sources that provide adequate faculty compensation.
Complete Spheres of Distinction full-time, tenure-track search (position shared between PBE and The Chimpanzee and Human Communication Institute) (search completed spring quarter 2008).
Develop rationale to support hiring an additional full-time, tenure-track faculty member as part of the MS program, preferably with expertise in primate ecology and conservation.
Develop more internship opportunities for students at BS and MS levels, including internships that focus on caretaker responsibilities and other job-related skills. This includes exploring an internship program with Oregon Primate Rescue (relocating from Oregon to Washington in 2008) and with Port Defiance Zoo in addition to revitalizing our connection to Woodland Park Zoo.
Maintain existing recruitment efforts at Yakima Valley Community College, perhaps with expansion to other area community colleges such as Wenatchee.
Work with COTS Development Officer Gina Banesh to foster more systematic connections with alumni (currently, relationships are maintained informally with particular professors).
VIII.B. Describe Ways the Program Might Increase Quality, Quantity, and/or Efficiency
Establishment and implementation of an assessment plan will help us to identify what’s working well with the program and what needs improvement, which will increase quality and efficiency. Program faculty have been very effective with respect to the regularity course offerings, the stability and productivity of research opportunities offered to students throughout the program, and the development of focused, commonly held goals. The BS program is probably already at maximum quantity given constraints on faculty time (all of us are assigned to other departments). The Primate Behavior MS program (if approved) will place additional demands on faculty time and resources, which is sustainable over the short term but will eventually require us to hire one additional faculty member (see point 7 above).
VIII.C. What Resources Would the Program Need to Pursue these Future Directions?
Program faculty discussed resource needs at a retreat held in November 2007. The issues below summarize concerns expressed by faculty during the retreat.
Assessment. The university is moving toward an environment that shows greater accountability to the state through assessment. We have developed assessment plans for both MS and BS programs, but program faculty may need additional time allocated in annual workloads to be able to accomplish this task consistently in the years to come. The Dean of COTS has increased the allocation for the program director from 3 to 6 workload units per year, which will provide important support as we begin data collection and analysis. Program faculty who teach courses that are ear-marked for assessment might also need to request 1-2 workload units in service per year.
New Faculty and Staff. We included requests for a part-time secretary and a full-time, tenure-track faculty position in the Primate Behavior MS proposal. Currently, the anthropology department provides secretarial assistance to the PBE program, but the increased complexity of the program as it grows to include an MS degree necessitates additional support staff. A permanent, part-time secretary will also provide continuity between program directors, who typically serve a three-year term. An additional faculty position will enable the program curriculum to expand to include new MS courses. Existing program faculty are already assigned to teach in their home departments, with very few undergraduate courses serving just the PBE undergraduate program. A new position is warranted to expand course offerings as would occur with the MS program and to assist with graduate advising.
Support for Research. During our November 2007 retreat, faculty expressed frustration over the lack of adequate compensation for field courses, cumbersome application processes, and limited assistance with recruitment, along with a need for high enrollments. Some concluded that the university does not truly support student-faculty research collaboration, particularly of the variety that occurs outside of the laboratory setting. We felt that more flexible teaching assignments (for example, being able to teach during fall, winter and summer quarters to accommodate a spring quarter spent doing research) and increased financial support (for example, compensating faculty at full salary for Study Abroad and other collaborative research with students) would help.
VIII.D. Additions to the Self-Study
None.
CWU Department/Program Assessment Plan Preparation Form
Department: Primate Behavior and Ecology Program
Program: Bachelor of Science
Note yellow highlight = assessment information that will be available by FA 08
Program Goals
|
Related College Goals
|
Related University Goals
|
When Assessed
|
Method of Assessment
|
Who/What Assessed
|
Criterion of Achievement
|
1) Develop a primatology program of unparalleled national excellence, with strengthened extramural support.
[KNOWLEDGE]
|
I, IV
|
I, III, V
|
Each year (early FA quarter to discuss previous year)
Spring quarter
|
Students’ PBE GPA
Count submissions and awards for extramural support
Alumni survey
Exit interview (part of capstone course under development)
|
Graduating PBE students
Students’ & program faculty’s records of application for external program support, as reported on AARs
Review results from alumni survey
Graduating students
|
95% of students will graduate with PBE GPA >= 2.8
At least one program professor and/or student will apply for external support each year [pending adequate time allocated in faculty workloads to accomplish this]
>60% of students reply to alumni survey as “satisfied” (or better) with the PBE BS degree; >20% of students replying to alumni survey work in primatology or related fields or are enrolled in a graduate program
>60% of graduating students indicate that the experience at CWU met their educational expectations
|
Program Goals
|
Related College Goals
|
Related University Goals
|
When Assessed
|
Method of Assessment
|
Who/What Assessed
|
Criterion of Achievement
|
2) Orient PBE students to the evolutionary, taxonomic, ecological, behavioral, & genetic diversity of species classified in the order Primates.
[KNOWLEDGE]
|
I
|
I, V
|
Each year (early FA quarter to discuss previous year)
|
SLO plans for relevant courses
SLO plan for capstone course
Alumni survey
|
ANTH 313, ANTH 412, ANTH 416, ANTH 418, PSY 442, BIOL 360/302, BIOL 465
Capstone course (under development)
Review results from alumni survey
|
All student learning outcomes that use direct measures meet established criterion levels (see SLO Plan)
100% of graduating students will provide in portfolio up to 3 artifacts reflecting a satisfactory (C or better) mastery of these topics completed during the PBE degree, where the artifacts come from the courses listed in the column to the left.
>60% of students reply to alumni survey as “satisfied” (or better) with their mastery of the content aspects of the PBE BS degree
|
Program Goals
|
Related College Goals
|
Related University Goals
|
When Assessed
|
Method of Assessment
|
Who/What Assessed
|
Criterion of Achievement
|
3) Students will be able to conduct faculty-mentored scientific research. [SKILL]
|
I, V
|
IV
|
Each year (early FA quarter to discuss previous year)
Each year
Each year
Each spring
Each year
|
Count publications/ presentations
SLO plan for relevant courses
SLO plan for capstone course
Exit interview (part of capstone course under development)
Alumni survey
|
Students’ & program faculty’s records of scholarship, as reflected on AARs
ANTH 493, BIOL 493, PSY 498, PRIM 320
Capstone course (under development)
Graduating students
Alumni
|
At least one program professor and/or student will publish or present research each year [pending adequate time allocated in faculty workloads to accomplish this]
All student learning outcomes that use direct measures meet established criterion levels (see SLO Plan)
100% of graduating students will provide in portfolio 1 artifact reflecting a satisfactory (C or better) research experience completed during the PBE degree, where the artifact comes from the courses listed in the column to the left
>75% of graduating students indicate they had an effective research experience during the PBE program that included working with collaborators
>60% of students reply to alumni survey as “satisfied” (or better) with the research and professional opportunities provided in the PBE degree
|
Program Goals
|
Related College Goals
|
Related University Goals
|
When Assessed
|
Method of Assessment
|
Who/What Assessed
|
Criterion of Achievement
|
4) Students will be able to synthesize interdisciplinary concepts related to primatology. [SKILL]
|
I
|
I, V
|
Each year (early FA quarter to discuss previous year)
Each year
Each spring
Each year
|
Count numbers of cross-disciplinary presentations and publications by PBE students & faculty (totaled for FA-SU quarters)
SLO plan for relevant courses
Exit interview
Alumni survey
|
Students’ & program faculty’s records of scholarship, as reflected on AAR
ANTH 313, ANTH 493, BIOL 493, PSY 498
Graduating students
Alumni
|
>=25% of program faculty and graduating students participate in 1 interdisciplinary collaboration (teaching, research, internship) per year (FA-SU) [pending adequate time allocated in faculty workloads to accomplish this]
All student learning outcomes that use direct measures meet established criterion levels (see SLO Plan)
>75% of students indicate they understand, value, and benefited from the interdisciplinary perspective of the PBE program
>60% of students reply to alumni survey as “satisfied” (or better) with the interdisciplinary aspects of the PBE BS degree
|
Program Goals
|
Related College Goals
|
Related University Goals
|
When Assessed
|
Method of Assessment
|
Who/What Assessed
|
Criterion of Achievement
|
5) Students will value biodiversity. [ATTITUDE]
|
I
|
VII
|
Each year (early FA quarter to discuss previous year)
Each spring
|
SLO plan for relevant courses
Exit interview (part of capstone course under development)
|
ANTH 313,
ANTH 412, ANTH 416, PRIM 220
Graduating students
|
All student learning outcomes that use direct measures meet established criterion levels (see SLO Plan)
>75% of students indicate they value biodiversity, including the ethical treatment of nonhuman animals, as a consequence of what was learned during the PBE program
|
CWU Student Learning Outcome Assessment Plan Preparation Form
Department: Primate Behavior and Ecology Program (PBE) .
Program: Bachelor of Science .
Note yellow highlight = assessment information that will be available by FA 08
Student Learning Outcomes
|
Related Program Goals
|
Related College Goals
|
Related Univ Goals
|
Method(s) of Assessment
|
Who/What Assessed
|
When Assessed
|
Standard of Mastery/ Criterion of Achievement
|
PBE students will exhibit depth and breadth in their knowledge of concepts, terminology, and theories relevant to primate ecology and evolution
|
Goals 1, 2, and 4
|
I
|
I, V
|
Performance on subjective and objective exam questions
Paper provided in capstone course portfolio
|
ANTH 313, 412, 416, 418; BIOL 465; PSY 442
Graduating students
|
Each year
Each spring
|
>60% of students correctly answer subjective and objective exam questions relating to these topics
>75% of students earn B or better on research paper provided portfolio illustrating one or more of these topics, where artifact can come from any of the courses listed in the column to the left
|
PBE students will be skillful in designing, carrying out, and presenting a faculty-mentored research project
|
Goals 3 and 4
|
I, IV, V
|
I, III, IV, V
|
Completion of faculty-mentored research project or internship, with paper provided in capstone course portfolio
Count number of publications/presentations
|
ANTH 416, 493; BIOL 465, 493, 302, 360; PSY 300, 442, 498; PRIM 220, 320; ANTH/PSY/BIOL 490
Students’ & program faculty’s records of scholarship, as reflected on AARs
|
Each year
Each year
|
>75% of students earn B or better on research project as provided in capstone course portfolio, where artifact can come from any of the courses listed in the column to the left
At least one program professor and/or student will publish or present research each year [pending adequate time allocated in faculty workloads to accomplish this]
|
PBE students will be proficient at working collaboratively on interdisciplinary projects
|
Goals 3 and 4
|
I, IV, V
|
I, IV, VI
|
Scores on peer evaluations
Performance on objective exam questions
|
ANTH 416; BIOL 465, 302, 360; PSY 498; PRIM 220, 320; ANTH/PSY/BIOL 490
ANTH 313
|
Each year
Each year
|
>75% of students are described as working in a satisfactory manner on group project, where student provides peer evaluations in capstone course portfolio. Evaluation can come from any of the courses listed in the column to the left
>60% of students correctly answer objective questions relating to interdisciplinary theories and perspectives on exams
|
PBE students will value the humane treatment of nonhuman animals and will value biodiversity
PBE students will be familiar with causes of primates’ decline and endangerment
|
Goal 5
|
I
|
I, V
|
Training course
Worksheet
Complete IACUC proposal for research project
Performance on subjective and objective exam questions
Paper (entire or section) provided in capstone course portfolio
|
PRIM 220 & 320
ANTH 493
ANTH 493
ANTH 313, 412, 416
ANTH 412, 416
|
Each year
Each year
Each year
Each year
Each year
|
100% of students complete safety training at CHCI
100% of students enrolled in summer field school complete safety worksheet
100% of students enrolled in summer field school complete IACUC proposal
>60% will accurate identify causes of primate decline on subjective and objective exam questions
>60% of students will provide detailed account of a primate conservation issue in capstone course portfolio, where artifact can come from 2 courses listed to the left
|
PBE students will be proficient users of information technology as it relates to primatology
|
Goals 3 and 4
|
I
|
I, V
|
Library tutorial & worksheet
Research paper provided in capstone course portfolio [emphasis on appropriate use of literature]
|
ANTH 313
PSY 442; ANTH 412, 416
|
Each year
Each year
|
100% of students complete library tutorial and accompanying worksheet
>75% of students earn B or better on research paper as provided in capstone course portfolio, where artifact can come from any of the courses listed in the column to the left
|
PBE students will have a variety of field experiences that strengthen their career and/or educational prospects
|
Goal 1
|
I, V
|
I, V
|
Count enrollment in research courses
Field tutorial and research
Field tutorial and research
Count enrollment in internship courses
|
PRIM 220, 320; ANTH/BIOL 493; PSY 300, 301
BIOL 493
BIOL 493
ANTH/BIOL/PSY 490
|
Each year
Each year
Each year
Each year
|
100% of students complete at least one research-focused class
100% of students enrolled in field school learn field survey techniques
100% of students enrolled in field school are exposed to research on species other than primates
>1 student/year will complete a faculty-supervised internship
|
Survey Key: ZS70200
This is an anonymous survey.
The number of people who took this survey by 11/13/2007 9:42:18 AM is: 7
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