Assessment
The assessment plan for the Modeling Biological Systems Certificate has been designed to improve students' success with regard to the learning outcomes as stated below. Students are required to take a gateway course (MBS 100S) and the capstone course (MBS 200S) as well as a variety of requisite courses in the biological and quantitative sciences. In addition, each MBS student will complete a major summer research project, a follow-up independent study course and is expected to write a senior thesis worthy of graduation with distinction.
2008: The Gateway Course was offered for the first time in spring 2008. Our three year assessment plan will begin in fall 2008 with a baseline assessment of the Gateway course and of the research projects by Certificate students in summer 2008. Students who participate in summer research projects will write a 3 to 4 page summary of their research and will give a short talk in September about their accomplishments and their plans for future work. The MBS advisory committee will convene in fall 2008 to evaluate the syllabi and results of the Gateway course in relation to the learning objectives. The MBS advisory committee will evaluate the students' research and give advice to the students and their mentors. They will suggest changes to these research requirements if appropriate. We will use a rubric 0-2 for each learning outcome (0=marginal/no competence, 1=acceptable/minimum competence, 2=sophisticated/advanced competence).
2009: The Capstone Course will be offered for the first time in spring 2009. In fall 2009, the MBS advisory committee will evaluate the gateway and capstone courses and suggest modification, if appropriate. We will use a rubric 0-2 for each learning outcome (0=marginal/no competence, 1=acceptable/minimum competence, 2=sophisticated/advanced competence).
2010: A significant number of senior theses by MBS Certificate students are expected by this time. A faculty committee in the student's area of research will provide a written evaluation of each thesis. Paper and electronic files will be kept of research papers together with the evaluations from mentors and self-evaluations. The MBS advisory committee will evaluate the requirements and outcomes and suggest modifications, if appropriate. We will use a rubric 0-2 for each learning outcome (0=marginal/no competence, 1=acceptable/minimum competence, 2=sophisticated/advanced competence).
Student Learning Objectives
SLO 1: Upon completion of the MBS certificate students will be familiar with a wide range of applicable mathematical and computational techniques.
Outcome 1: Students will complete at least two courses in mathematics, statistics and/or computer science with a grade of B or better.
Outcome 2: In their research papers, students will demonstrate proficiency in such techniques.
SLO 2: Upon completion of the MBS certificate students will be familiar with a wide knowledge of biological systems.
Outcome 1: Students will complete at least two courses in the life sciences with a grade of B or better.
Outcome 2: In their research papers, students will demonstrate their command of this knowledge base.
SLO3: Upon completion of the MBS certificate student will have acquired the requisite skills to conduct basic research.
Outcome 1. Students will complete mentored research projects in which they will learn first hand the value of library research, analytic and computational modeling methods and/or laboratory work.
Outcome 2. Students will gain confidence in giving talks and skills in scientific writing as they make oral and written presentations of their research.
SLO3: Upon completion of the MBS certificate, students will have developed an appreciation of collaborative, multi-disciplinary research.
Outcome 1. Beginning students will learn to follow advice as they interact with their mentor and with upperclass Certificate students as they develop their research projects.
Outcome 2. In their senior year, Certificate students assist the mentor in coaching the beginning students.