College of the Sciences Primate Behavior and Ecology Program

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