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1 UNIVERSITY OF CALIFORNIA, SAN DIEGO EDUCATIONAL EFFECTIVENESS REVIEW PRESCRIBED EXHIBITS AND DATA DISPLAYS Table 7.1a - Undergraduate (as of 7/2009) (1) Have formal What are these? Other than GPA, what data/evidence is used to determine that graduates have achieved stated outcomes for the degree? (e.g., capstone course, portfolio review, licensure examination) Who interprets the evidence? How are the findings used? (6) Date of last program review for this degree program Please see attached, combined tables To view separate tables, listed alphabetically by program type, visit:

2 What are these? Anthropology B.A. in Anthropology: Concentration in Biological Anthropology (AN26) B.A. in Anthropology: Concentration in Archaeology (AN27) B.A. in Anthropology: Concentration in Sociocultural Anthropology (AN28) Students graduating with a degree should be able to: 1. All Anthropology majors receive a strong liberal arts education, with emphasis on critical thinking and written and oral expression. 2. All Anthropology majors learn a holistic anthropological perspective on human culture and society. This includes background in biological anthropology, archaeology and sociocultural anthropology. Focus will be on anthropological theory, qualitative and quantitative methods, and a comparative analytical approach through case studies. 3. All Anthropology majors are prepared for graduate studies in Anthropology, other academic disciplines, professional schools, business, government, teaching and other careers. 4. All Anthropology majors will receive concentrated training in a specialty within Anthropology: 4a AN26 Biological Anthropology majors concentrate on the intersection of culture and biology and the evolution of the culture-bearing capacity in humans and closely related species from a strongly comparative perspective. 4b. AN27 Anthropological Archaeology majors concentrate on the study of prehistoric complex societies through a theoretically integrated curriculum in archaeological method and theory and comparative world prehistory. 4c. AN28 Sociocultural Anthropology majors concentrate on ethnographic study of living societies and cultures, with emphasis on Psychological and Political Anthropology and the Anthropologies of Modernity; Religion; and Language. 5. Program outcomes are consonant with guidelines of the American Anthropological Association, Society for American Archaeology, and the American Association of Physical Anthropologists 1. All Anthropology majors must complete UCSD college requirements and a minimum of 12 upper division courses (48 units) in Anthropology. 2. All Anthropology majors must complete an undergraduate core sequence consisting of: ANTH 101 Anthropological Archaeology ANTH 102 Biological Anthropology ANTH 103 Sociocultural Anthropology 3. For all Anthropology majors, data are collected annually by survey of graduating seniors and recent alumni regarding graduate admissions to graduate or professional school, career pursuits, and reflections on the major. 4. All Anthropology majors must satisfy the requirements of at least one of the three major concentrations described below: 4a. AN26 Biological Anthropology majors must complete ANBI 111 Human Origins, three additional four-unit upper-division Biological Anthropology courses with the prefix ANBI, and five additional four-unit, upper-divisional elective courses from an approved list of biology courses and upper-division Anthropology course. 4b. AN27 Anthropological Archaeology majors must complete ANAR 111, Archaeological Methods, three additional upper-division archaeology courses with the prefix ANAR, and five additional four-unit, upper-divisional elective courses within the Department of Anthropology 4c. AN28 Sociocultural Anthropology majors must complete three of the following six courses: ANSC 120 Anthropology of Religion ANSC 121 Psychological Anthropology ANSC 122 Language in Society ANSC 123 Political Anthropology ANSC 124 Cultural Anthropology ANSC 125 Gender, Sexuality, and Society, Director of Undergraduate Studies, Departmental Chair and full faculty. Director of Undergraduate Studies collects data and acts on requests or petitions for variation of requirements. CEP review committee rules on Anthropology major requirements and course approvals. Periodic outside review. Internally the department adjusts requirements, core course sequences and scheduling, and availability of electives for the three majors. Individual course instructors use feedback to modify their classes and design new courses.

3 Anthropology (continued) UC San Diego General Catalog: Anthropology Course syllabi and class websites plus one additional ANSC course focusing on a particular region, country, or religion and five additional four-unit upper-division elective courses within the Department of Anthropology. 5. Additional Assessment Measures: Students are encouraged to seek experience in anthropological practice through UCSD and other archaeological field schools, UCSD and other study abroad programs, and academic internships at institutions such as Museum of Man, San Diego Zoo, SeaWorld, and San Diego Archaeological Society.

4 What are these? Bioengineering B.S. in Bioengineering B.S. in Bioengineering: Biotechnology B.S. in Bioengineering: Premedical B.S. in Bioengineering: Bioinformatics Not previously reviewed (current) Students graduating with a degree should be able to: Identify relevant mathematical, biological & engineering principles; formulate mathematical problems appropriately; select & perform appropriate method to solve problem; analyze/interpret results. Identify a problem; design an experiment to validate solution; acquire necessary experimental data; evaluate, analyze, & interpret data in context of appropriate statistical analysis. Identify project objectives; perform necessary technical & feasibility analysis to support design solutions; select appropriate design based on constraints. Function on a team to develop mutual goals & complete tasks; contribute to technical & nontechnical aspects of design; value other team members. Identify an engineering problem; list governing principles; formulate model with assumptions; solve problem; interpret results; make recommendations for further improvements. Demonstrate knowledge of a professional code of ethics; evaluate ethical dimensions of a design or experiment; acknowledge sources of information; act ethically & professionally around peers, instructors, staff, & industry sponsors. Write a report with appropriate organization, format, content, & writing mechanics, including proper paragraph formulation, grammar, and spelling; present in a clear and understandable manner with appropriate content and proper presentation mechanics. Show awareness of health, safety, & environmental impact of a design & ability to learn about business & engineering economics; demonstrate knowledge of government, law, public policy in engineering, & the global impact of a design solution. Bioengineering and Bioengineering: Biotechnology students complete a two-quarter capstone design course chosen from general areas, e.g., bioinstrumentation, tissue engineering, bioinformatics, molecular systems, cell systems, genetic circuits, biomechanics, neural, vascular or cardiac bioengineering to identify a problem to work on. Professional ethics are discussed. Students are required to communicate all aspects of the design problem and must make presentations, interact with people in different disciplines; i.e., medical school and the IT sector and must explain their results to the public. Typically design project results are presented at Bioengineering (BE) Day. BE Day is an annual event organized entirely by students where they present their design projects to the public and must describe their projects and communicate effectively with people from a broad variety of interests and backgrounds. The outcome of some of these design projects lead to patents, and the patents can lead to applications of bioengineering that enter the public domain for the benefit of health care. There is substantial industry interaction; i.e., practicing engineers from local bioengineering and biotechnology firms and industry participate in BE Day and in other industrial liaison efforts with representatives from the local companies. In some cases, the industry representatives get involved with the students, offering their point of view re: the design projects. Students find such critiques of their projects very beneficial. Alumni Survey, Employer Survey, Placement and Employment Data, and Graduate School Data are used to determine the level of achieved outcomes. Alumni and Employer Surveys are administered by JSOE. The survey results include employment and graduate school information, and results from polling graduates on the appropriateness and completeness of the program Educational Objectives and the importance and level of preparation of each of the Program Outcomes. The surveys are conducted every 3-4 years, and the results are documented and displayed at Surveys are conducted related to the design course experience, exit surveys, & surveys of post-graduates who have been in the field for some time. A Subcommittee on Courses and Curriculum review assessment data and evaluate each course. The committee makes recommendations to the Undergraduate Affairs Committee regarding possible course and/or curriculum changes. The Bioengineering Undergraduate Affairs Committee and the entire faculty have a role in the evaluation and interpretation of educational effectiveness and outcomes. In December 2008, a meeting re: The Future of Bioengineering and Biomedical Engineering was held at UCSD Bioengineering and was attended by about 50 Bioengineering university professors and chairmen from universities around the country. There was a great deal of discussion re: undergraduate teaching methods and the objectives and points of view of different programs. Discussions also occurred re: comparisons of educational outcomes and objectives among universities, both public and private. An Industrial Advisory Board has a monthly meeting, and many of the industry partners send representatives to attend. There is significant interaction between industry representatives and faculty re: goals and suggestions concerning our students and educational outcomes. Evaluation of our Bioengineering: Premedical track has recently been a focus of our interest and also the introduction of a new track in Bioengineering: Biosystems, a field currently generating a great deal of national interest. An extensive review of our Bioengineering: Premedical track was recently conducted with regard to the various constituents it serves and whether it is very effective. We have decided to introduce a new curriculum in the Bioengineering Department which will more effectively meet the needs of these constituents. A similar review process occurred for the Bioengineering and Bioengineering: Biotechnology tracks to ensure we are meeting the needs of different groups.

5 Bioengineering (continued) Use library & other resources, gather & synthesize relevant & current information, & use professional journals in the field. Show an awareness of contemporary technological issues in the field & of current solutions & improvements needed. Use software or programming to perform engineering design & experimental analysis, to create drawings, written reports and visual aids for oral presentations. UC San Diego General Catalog: Students are encouraged to have summer internships, participate in the UCSD Education Abroad Program, engage in Bioengineering and UCSD undergraduate research activities, and join professional engineering student organizations. UCSD Bioengineering has an Industrial Internship Coordinator who works closely with local industry to place students in internships. The Biomedical Engineering Society (BMES) student organization is a very active chapter which has consistently been ranked high among the top universities in the nation. The Bioengineering and Bioengineering: Biotechnology programs receive a very detailed evaluation of each course and the complete curricular contents by the Accreditation Board of Engineering and Technology (ABET). The results of the review are compared with national standards. Part of the review process includes our departmental written response to ABET re: any deficiencies cited in the program review in order to maintain accreditation of the programs. University and department websites Course syllabi and course websites.

6 What are these? Division of Biological Sciences B.S. in Biochemistry & Cell Biology Understand: evolution and diversity of living organism heredity and its molecular basis the correlation of biological structure, function and processes at all levels of biological organizations how energy, nutrients, metabolites and information are acquired and organized, and how they flow through biological systems biotic interactions and the relationship of organisms to the physical environment how mathematics, physics and chemistry are integrated into the study of biology Have an in-depth understanding of: the properties, structures, and functions of biological molecules, and how they interact to accomplish processes that are essential and unique to living cells Skills: What should students be able to do with their knowledge? Construct reasonable hypotheses to explain biological phenomena and design effective experiments to test the hypotheses Implement contemporary biological research techniques to conduct experiments, and use quantitative and/or statistical approaches to analyze the results and draw appropriate conclusions from them Use digital technologies to search the scientific literature, and to retrieve and analyze information from reliable databases Clearly and accurately communicate biological concepts 1. Courses that challenge students to integrate, synthesize and evaluate knowledge and new information( currently not done; will be implemented). a) Key Core Courses (marked with an a in Learning Goal tables) b) Capstone courses provide evidence of how well students can integrate and apply a body of knowledge in a culminating project. (Examples of Capstone laboratory courses: BICD 131, BIMM 127, BIBC 104, BIBC 105, BICD 123; Examples of Capstone lecture courses: BICD 136, BIBC 120, BIPN 108, BIBC 130) c) Special Topics Upper Division Seminar courses: BISP 190 and BISP 194 d) Undergraduate Research Opportunities (BISP 196, BISP 197, BISP 199, AIP 199)which require students to present their findings via: presentation at UCSD s Undergraduate Research Conference; publication in divisional undergraduate peerreviewed journal (Saltman Quarterly; poster at annual Spring Quarter Undergraduate Poster Session 2. Feedback from instructors teaching upper division courses that depend directly on material students learned in lower division courses 3. Surveys: a) Exit survey of graduating seniors solicit their opinions about the nature, extent, and scope of their learning b) follow-up surveys done by the Career Service Center show how well the department has prepared students for advanced work or future careers. c) campus-wide surveys of current students, including the new Undergraduate Experience Survey (UCUES), solicit their views about learning d) course evaluations (CAPE) at the end of the quarter solicits students opinions about how much they have learned during the course. The Education Committee (EC), a divisional committee with faculty representatives from each section (department), reports to and advises the Associate Dean for Education, who is ultimately responsible for the quality and effectiveness of the Academic Programs. The EC establishes programmatic learning objectives, identifies learning outcomes, and establishes curriculum review criteria that are aligned with learning objectives of the education program. CEP reviews education program via the Undergraduate Review Committee (every seven years). Associate Dean and EC work collaboratively to address issues identified in CEP review. Section Chairs (Department Chairs) and Associate Dean for Education meet regularly to assure additional faculty input for all educational matters. Individual faculty comment directly to Associate Dean if they perceive a problem with the prerequisites in preparing students for their courses. EC reviews assessment data annually and report back to the Associate Dean, who will initiate processes with the goal to eradicate shortcomings. Associate Dean initiates major internal curricular reviews, which involves ad hoc Biological Sciences faculty workgroups. Ad hoc meetings with Vice Chairs for Education from Physics, Mathematics and Chemistry & Biochemistry departments provide a forum for identifying and addressing changed or new educational needs in science and math courses outside the Biological Sciences.

7 Division of Biological Sciences B.S. in Biochemistry & Cell Biology (continued) Attitudes and Values: What should students value? Recognize the interactions between biology and society: the impact of biological discoveries on society, the long-term and ethical implications of biological discoveries, and the impact of social context on scientific progress. Habitually analyze every-day events using the principles of scientific inquiry to evaluate the credibility and value of information acquired from many different sources Divisional Undergraduate website

8 What are these? Division of Biological Sciences B.S. in Bioinformatics Understand: evolution and diversity of living organism heredity and its molecular basis the correlation of biological structure, function and processes at all levels of biological organizations how energy, nutrients, metabolites and information are acquired and organized, and how they flow through biological systems biotic interactions and the relationship of organisms to the physical environment how mathematics, physics and chemistry are integrated into the study of biology Have an in-depth understanding of: biological processes and properties as complex systems, including how they are analyzed and modeled to make heuristic predictions methods used to organize, search, and analyze large sets of biological information data functions & designs, and analysis of algorithms Skills: What should students be able to do with their knowledge? Construct reasonable hypotheses to explain biological phenomena and design effective experiments to test the hypotheses Implement contemporary biological research techniques to conduct experiments, and use quantitative and/or statistical approaches to analyze the results and draw appropriate conclusions from them Use digital technologies to search the scientific literature, and to retrieve and analyze information from reliable databases Clearly and accurately communicate biological concepts 1. Courses that challenge students to integrate, synthesize and evaluate knowledge and new information( currently not done; will be implemented). a) Key Core Courses (marked with an a in Learning Goal tables) b) Capstone courses provide evidence of how well students can integrate and apply a body of knowledge in a culminating project. (Examples of Capstone laboratory courses: BICD 131, BIMM 127, BIBC 104, BIBC 105, BICD 123; Examples of Capstone lecture courses: BICD 136, BIBC 120, BIPN 108, BIBC 130) c) Special Topics Upper Division Seminar courses: BISP 190 and BISP 194 d) Undergraduate Research Opportunities (BISP 196, BISP 197, BISP 199, AIP 199)which require students to present their findings via: presentation at UCSD s Undergraduate Research Conference; publication in divisional undergraduate peerreviewed journal (Saltman Quarterly; poster at annual Spring Quarter Undergraduate Poster Session 2. Feedback from instructors teaching upper division courses that depend directly on material students learned in lower division courses 3. Surveys: a) Exit survey of graduating seniors solicit their opinions about the nature, extent, and scope of their learning b) follow-up surveys done by the Career Service Center show how well the department has prepared students for advanced work or future careers. c) campus-wide surveys of current students, including the new Undergraduate Experience Survey (UCUES), solicit their views about learning d) course evaluations (CAPE) at the end of the quarter solicits students opinions about how much they have learned during the course. The Education Committee (EC), a divisional committee with faculty representatives from each section (department), reports to and advises the Associate Dean for Education, who is ultimately responsible for the quality and effectiveness of the Academic Programs. The EC establishes programmatic learning objectives, identifies learning outcomes, and establishes curriculum review criteria that are aligned with learning objectives of the education program. CEP reviews education program via the Undergraduate Review Committee (every seven years). Associate Dean and EC work collaboratively to address issues identified in CEP review. Section Chairs (Department Chairs) and Associate Dean for Education meet regularly to assure additional faculty input for all educational matters. Individual faculty comment directly to Associate Dean if they perceive a problem with the prerequisites in preparing students for their courses. EC reviews assessment data annually and report back to the Associate Dean, who will initiate processes with the goal to eradicate shortcomings. Associate Dean initiates major internal curricular reviews, which involves ad hoc Biological Sciences faculty workgroups. Ad hoc meetings with Vice Chairs for Education from Physics, Mathematics and Chemistry & Biochemistry departments provide a forum for identifying and addressing changed or new educational needs in science and math courses outside the Biological Sciences.

9 Division of Biological Sciences B.S. in Bioinformatics (continued) Attitudes and Values: What should students value? Recognize the interactions between biology and society: the impact of biological discoveries on society, the long-term and ethical implications of biological discoveries, and the impact of social context on scientific progress. Habitually analyze every-day events using the principles of scientific inquiry to evaluate the credibility and value of information acquired from many different sources Divisional Undergraduate website

10 What are these? Division of Biological Sciences B.S. in Ecology, Behavior, and Evolution Understand: evolution and diversity of living organism heredity and its molecular basis the correlation of biological structure, function and processes at all levels of biological organizations how energy, nutrients, metabolites and information are acquired and organized, and how they flow through biological systems biotic interactions and the relationship of organisms to the physical environment how mathematics, physics and chemistry are integrated into the study of biology Have an in-depth understanding of: the physiological mechanisms that coordinate functions within and between organ systems, considering all levels of organization from molecules to whole organisms how the nervous system carries out its central role of acquiring information about information, and generating effective behavior Skills: What should students be able to do with their knowledge? Construct reasonable hypotheses to explain biological phenomena and design effective experiments to test the hypotheses Implement contemporary biological research techniques to conduct experiments, and use quantitative and/or statistical approaches to analyze the results and draw appropriate conclusions from them Use digital technologies to search the scientific literature, and to retrieve and analyze information from reliable databases Clearly and accurately communicate biological concepts 1. Courses that challenge students to integrate, synthesize and evaluate knowledge and new information( currently not done; will be implemented). a) Key Core Courses (marked with an a in Learning Goal tables) b) Capstone courses provide evidence of how well students can integrate and apply a body of knowledge in a culminating project. (Examples of Capstone laboratory courses: BICD 131, BIMM 127, BIBC 104, BIBC 105, BICD 123; Examples of Capstone lecture courses: BICD 136, BIBC 120, BIPN 108, BIBC 130) c) Special Topics Upper Division Seminar courses: BISP 190 and BISP 194 d) Undergraduate Research Opportunities (BISP 196, BISP 197, BISP 199, AIP 199)which require students to present their findings via: presentation at UCSD s Undergraduate Research Conference; publication in divisional undergraduate peerreviewed journal (Saltman Quarterly; poster at annual Spring Quarter Undergraduate Poster Session 2. Feedback from instructors teaching upper division courses that depend directly on material students learned in lower division courses 3. Surveys: a) Exit survey of graduating seniors solicit their opinions about the nature, extent, and scope of their learning b) follow-up surveys done by the Career Service Center show how well the department has prepared students for advanced work or future careers. c) campus-wide surveys of current students, including the new Undergraduate Experience Survey (UCUES), solicit their views about learning d) course evaluations (CAPE) at the end of the quarter solicits students opinions about how much they have learned during the course. The Education Committee (EC), a divisional committee with faculty representatives from each section (department), reports to and advises the Associate Dean for Education, who is ultimately responsible for the quality and effectiveness of the Academic Programs. The EC establishes programmatic learning objectives, identifies learning outcomes, and establishes curriculum review criteria that are aligned with learning objectives of the education program. CEP reviews education program via the Undergraduate Review Committee (every seven years). Associate Dean and EC work collaboratively to address issues identified in CEP review. Section Chairs (Department Chairs) and Associate Dean for Education meet regularly to assure additional faculty input for all educational matters. Individual faculty comment directly to Associate Dean if they perceive a problem with the prerequisites in preparing students for their courses. EC reviews assessment data annually and report back to the Associate Dean, who will initiate processes with the goal to eradicate shortcomings. Associate Dean initiates major internal curricular reviews, which involves ad hoc Biological Sciences faculty workgroups. Ad hoc meetings with Vice Chairs for Education from Physics, Mathematics and Chemistry & Biochemistry departments provide a forum for identifying and addressing changed or new educational needs in science and math courses outside the Biological Sciences.

11 Division of Biological Sciences B.S. in Ecology, Behavior, and Evolution (continued) Attitudes and Values: What should students value? Recognize the interactions between biology and society: the impact of biological discoveries on society, the long-term and ethical implications of biological discoveries, and the impact of social context on scientific progress. Habitually analyze every-day events using the principles of scientific inquiry to evaluate the credibility and value of information acquired from many different sources Divisional Undergraduate website

12 What are these? Division of Biological Sciences B.S. in General Biology Understand: evolution and diversity of living organism heredity and its molecular basis the correlation of biological structure, function and processes at all levels of biological organizations how energy, nutrients, metabolites and information are acquired and organized, and how they flow through biological systems biotic interactions and the relationship of organisms to the physical environment how mathematics, physics and chemistry are integrated into the study of biology Skills: What should students be able to do with their knowledge? Construct reasonable hypotheses to explain biological phenomena and design effective experiments to test the hypotheses Implement contemporary biological research techniques to conduct experiments, and use quantitative and/or statistical approaches to analyze the results and draw appropriate conclusions from them Use digital technologies to search the scientific literature, and to retrieve and analyze information from reliable databases Clearly and accurately communicate biological concepts Attitudes and Values: What should students value? Recognize the interactions between biology and society: the impact of biological discoveries on society, the long-term and ethical implications of biological discoveries, and the impact of social context on scientific progress. Habitually analyze every-day events using the principles of scientific inquiry to evaluate the credibility and value of information acquired from many different sources 1. Courses that challenge students to integrate, synthesize and evaluate knowledge and new information( currently not done; will be implemented). a) Key Core Courses (marked with an a in Learning Goal tables) b) Capstone courses provide evidence of how well students can integrate and apply a body of knowledge in a culminating project. (Examples of Capstone laboratory courses: BICD 131, BIMM 127, BIBC 104, BIBC 105, BICD 123; Examples of Capstone lecture courses: BICD 136, BIBC 120, BIPN 108, BIBC 130) c) Special Topics Upper Division Seminar courses: BISP 190 and BISP 194 d) Undergraduate Research Opportunities (BISP 196, BISP 197, BISP 199, AIP 199)which require students to present their findings via: presentation at UCSD s Undergraduate Research Conference; publication in divisional undergraduate peerreviewed journal (Saltman Quarterly; poster at annual Spring Quarter Undergraduate Poster Session 2. Feedback from instructors teaching upper division courses that depend directly on material students learned in lower division courses 3. Surveys: a) Exit survey of graduating seniors solicit their opinions about the nature, extent, and scope of their learning b) follow-up surveys done by the Career Service Center show how well the department has prepared students for advanced work or future careers. c) campus-wide surveys of current students, including the new Undergraduate Experience Survey (UCUES), solicit their views about learning d) course evaluations (CAPE) at the end of the quarter solicits students opinions about how much they have learned during the course. The Education Committee (EC), a divisional committee with faculty representatives from each section (department), reports to and advises the Associate Dean for Education, who is ultimately responsible for the quality and effectiveness of the Academic Programs. The EC establishes programmatic learning objectives, identifies learning outcomes, and establishes curriculum review criteria that are aligned with learning objectives of the education program. CEP reviews education program via the Undergraduate Review Committee (every seven years). Associate Dean and EC work collaboratively to address issues identified in CEP review. Section Chairs (Department Chairs) and Associate Dean for Education meet regularly to assure additional faculty input for all educational matters. Individual faculty comment directly to Associate Dean if they perceive a problem with the prerequisites in preparing students for their courses. EC reviews assessment data annually and report back to the Associate Dean, who will initiate processes with the goal to eradicate shortcomings. Associate Dean initiates major internal curricular reviews, which involves ad hoc Biological Sciences faculty workgroups. Ad hoc meetings with Vice Chairs for Education from Physics, Mathematics and Chemistry & Biochemistry departments provide a forum for identifying and addressing changed or new educational needs in science and math courses outside the Biological Sciences. Divisional Undergraduate website

13 What are these? Division of Biological Sciences B.S. in Human Biology Understand: evolution and diversity of living organism heredity and its molecular basis the correlation of biological structure, function and processes at all levels of biological organizations how energy, nutrients, metabolites and information are acquired and organized, and how they flow through biological systems biotic interactions and the relationship of organisms to the physical environment how mathematics, physics and chemistry are integrated into the study of biology Have an in-depth understanding of: the many biological characteristics that the human species shares with a vast array of other living species the physiological mechanisms that coordinate function within and between organ systems and how these change disease states Skills: What should students be able to do with their knowledge? Construct reasonable hypotheses to explain biological phenomena and design effective experiments to test the hypotheses Implement contemporary biological research techniques to conduct experiments, and use quantitative and/or statistical approaches to analyze the results and draw appropriate conclusions from them Use digital technologies to search the scientific literature, and to retrieve and analyze information from reliable databases Clearly and accurately communicate biological concepts 1. Courses that challenge students to integrate, synthesize and evaluate knowledge and new information( currently not done; will be implemented). a) Key Core Courses (marked with an a in Learning Goal tables) b) Capstone courses provide evidence of how well students can integrate and apply a body of knowledge in a culminating project. (Examples of Capstone laboratory courses: BICD 131, BIMM 127, BIBC 104, BIBC 105, BICD 123; Examples of Capstone lecture courses: BICD 136, BIBC 120, BIPN 108, BIBC 130) c) Special Topics Upper Division Seminar courses: BISP 190 and BISP 194 d) Undergraduate Research Opportunities (BISP 196, BISP 197, BISP 199, AIP 199)which require students to present their findings via: presentation at UCSD s Undergraduate Research Conference; publication in divisional undergraduate peerreviewed journal (Saltman Quarterly; poster at annual Spring Quarter Undergraduate Poster Session 2. Feedback from instructors teaching upper division courses that depend directly on material students learned in lower division courses 3. Surveys: a) Exit survey of graduating seniors solicit their opinions about the nature, extent, and scope of their learning b) follow-up surveys done by the Career Service Center show how well the department has prepared students for advanced work or future careers. c) campus-wide surveys of current students, including the new Undergraduate Experience Survey (UCUES), solicit their views about learning d) course evaluations (CAPE) at the end of the quarter solicits students opinions about how much they have learned during the course. The Education Committee (EC), a divisional committee with faculty representatives from each section (department), reports to and advises the Associate Dean for Education, who is ultimately responsible for the quality and effectiveness of the Academic Programs. The EC establishes programmatic learning objectives, identifies learning outcomes, and establishes curriculum review criteria that are aligned with learning objectives of the education program. CEP reviews education program via the Undergraduate Review Committee (every seven years). Associate Dean and EC work collaboratively to address issues identified in CEP review. Section Chairs (Department Chairs) and Associate Dean for Education meet regularly to assure additional faculty input for all educational matters. Individual faculty comment directly to Associate Dean if they perceive a problem with the prerequisites in preparing students for their courses. EC reviews assessment data annually and report back to the Associate Dean, who will initiate processes with the goal to eradicate shortcomings. Associate Dean initiates major internal curricular reviews, which involves ad hoc Biological Sciences faculty workgroups. Ad hoc meetings with Vice Chairs for Education from Physics, Mathematics and Chemistry & Biochemistry departments provide a forum for identifying and addressing changed or new educational needs in science and math courses outside the Biological Sciences.

14 Division of Biological Sciences B.S. in Human Biology (continued) Attitudes and Values: What should students value? Recognize the interactions between biology and society: the impact of biological discoveries on society, the long-term and ethical implications of biological discoveries, and the impact of social context on scientific progress. Habitually analyze every-day events using the principles of scientific inquiry to evaluate the credibility and value of information acquired from many different sources Divisional Undergraduate website

15 What are these? Division of Biological Sciences B.S. in Microbiology Understand: evolution and diversity of living organism heredity and its molecular basis the correlation of biological structure, function and processes at all levels of biological organizations how energy, nutrients, metabolites and information are acquired and organized, and how they flow through biological systems biotic interactions and the relationship of organisms to the physical environment how mathematics, physics and chemistry are integrated into the study of biology Have an in-depth understanding of: structure, physiology, and diversity of microorganisms interactions of microbes with their hosts, including microbial diseases Skills: What should students be able to do with their knowledge? Construct reasonable hypotheses to explain biological phenomena and design effective experiments to test the hypotheses Implement contemporary biological research techniques to conduct experiments, and use quantitative and/or statistical approaches to analyze the results and draw appropriate conclusions from them Use digital technologies to search the scientific literature, and to retrieve and analyze information from reliable databases Clearly and accurately communicate biological concepts Isolate, grow, identify, and quantitate microorganisms 1. Courses that challenge students to integrate, synthesize and evaluate knowledge and new information( currently not done; will be implemented). a) Key Core Courses (marked with an a in Learning Goal tables) b) Capstone courses provide evidence of how well students can integrate and apply a body of knowledge in a culminating project. (Examples of Capstone laboratory courses: BICD 131, BIMM 127, BIBC 104, BIBC 105, BICD 123; Examples of Capstone lecture courses: BICD 136, BIBC 120, BIPN 108, BIBC 130) c) Special Topics Upper Division Seminar courses: BISP 190 and BISP 194 d) Undergraduate Research Opportunities (BISP 196, BISP 197, BISP 199, AIP 199)which require students to present their findings via: presentation at UCSD s Undergraduate Research Conference; publication in divisional undergraduate peerreviewed journal (Saltman Quarterly; poster at annual Spring Quarter Undergraduate Poster Session 2. Feedback from instructors teaching upper division courses that depend directly on material students learned in lower division courses 3. Surveys: a) Exit survey of graduating seniors solicit their opinions about the nature, extent, and scope of their learning b) follow-up surveys done by the Career Service Center show how well the department has prepared students for advanced work or future careers. c) campus-wide surveys of current students, including the new Undergraduate Experience Survey (UCUES), solicit their views about learning d) course evaluations (CAPE) at the end of the quarter solicits students opinions about how much they have learned during the course. The Education Committee (EC), a divisional committee with faculty representatives from each section (department), reports to and advises the Associate Dean for Education, who is ultimately responsible for the quality and effectiveness of the Academic Programs. The EC establishes programmatic learning objectives, identifies learning outcomes, and establishes curriculum review criteria that are aligned with learning objectives of the education program. CEP reviews education program via the Undergraduate Review Committee (every seven years). Associate Dean and EC work collaboratively to address issues identified in CEP review. Section Chairs (Department Chairs) and Associate Dean for Education meet regularly to assure additional faculty input for all educational matters. Individual faculty comment directly to Associate Dean if they perceive a problem with the prerequisites in preparing students for their courses. EC reviews assessment data annually and report back to the Associate Dean, who will initiate processes with the goal to eradicate shortcomings. Associate Dean initiates major internal curricular reviews, which involves ad hoc Biological Sciences faculty workgroups. Ad hoc meetings with Vice Chairs for Education from Physics, Mathematics and Chemistry & Biochemistry departments provide a forum for identifying and addressing changed or new educational needs in science and math courses outside the Biological Sciences.

16 Division of Biological Sciences B.S. in Microbiology (continued) Attitudes and Values: What should students value? Recognize the interactions between biology and society: the impact of biological discoveries on society, the long-term and ethical implications of biological discoveries, and the impact of social context on scientific progress. Habitually analyze every-day events using the principles of scientific inquiry to evaluate the credibility and value of information acquired from many different sources Divisional Undergraduate website

17 What are these? Division of Biological Sciences B.S. in Molecular Biology Understand: evolution and diversity of living organism heredity and its molecular basis the correlation of biological structure, function and processes at all levels of biological organizations how energy, nutrients, metabolites and information are acquired and organized, and how they flow through biological systems biotic interactions and the relationship of organisms to the physical environment how mathematics, physics and chemistry are integrated into the study of biology Have an in-depth understanding of: the physiological mechanisms that coordinate functions within and between organ systems, considering all levels of organization from molecules to whole organisms how the nervous system carries out its central role of acquiring information about information, and generating effective behavior Skills: What should students be able to do with their knowledge? Construct reasonable hypotheses to explain biological phenomena and design effective experiments to test the hypotheses Implement contemporary biological research techniques to conduct experiments, and use quantitative and/or statistical approaches to analyze the results and draw appropriate conclusions from them Use digital technologies to search the scientific literature, and to retrieve and analyze information from reliable databases Clearly and accurately communicate biological concepts 1. Courses that challenge students to integrate, synthesize and evaluate knowledge and new information( currently not done; will be implemented). a) Key Core Courses (marked with an a in Learning Goal tables) b) Capstone courses provide evidence of how well students can integrate and apply a body of knowledge in a culminating project. (Examples of Capstone laboratory courses: BICD 131, BIMM 127, BIBC 104, BIBC 105, BICD 123; Examples of Capstone lecture courses: BICD 136, BIBC 120, BIPN 108, BIBC 130) c) Special Topics Upper Division Seminar courses: BISP 190 and BISP 194 d) Undergraduate Research Opportunities (BISP 196, BISP 197, BISP 199, AIP 199)which require students to present their findings via: presentation at UCSD s Undergraduate Research Conference; publication in divisional undergraduate peerreviewed journal (Saltman Quarterly; poster at annual Spring Quarter Undergraduate Poster Session 2. Feedback from instructors teaching upper division courses that depend directly on material students learned in lower division courses 3. Surveys: a) Exit survey of graduating seniors solicit their opinions about the nature, extent, and scope of their learning b) follow-up surveys done by the Career Service Center show how well the department has prepared students for advanced work or future careers. c) campus-wide surveys of current students, including the new Undergraduate Experience Survey (UCUES), solicit their views about learning d) course evaluations (CAPE) at the end of the quarter solicits students opinions about how much they have learned during the course. The Education Committee (EC), a divisional committee with faculty representatives from each section (department), reports to and advises the Associate Dean for Education, who is ultimately responsible for the quality and effectiveness of the Academic Programs. The EC establishes programmatic learning objectives, identifies learning outcomes, and establishes curriculum review criteria that are aligned with learning objectives of the education program. CEP reviews education program via the Undergraduate Review Committee (every seven years). Associate Dean and EC work collaboratively to address issues identified in CEP review. Section Chairs (Department Chairs) and Associate Dean for Education meet regularly to assure additional faculty input for all educational matters. Individual faculty comment directly to Associate Dean if they perceive a problem with the prerequisites in preparing students for their courses. EC reviews assessment data annually and report back to the Associate Dean, who will initiate processes with the goal to eradicate shortcomings. Associate Dean initiates major internal curricular reviews, which involves ad hoc Biological Sciences faculty workgroups. Ad hoc meetings with Vice Chairs for Education from Physics, Mathematics and Chemistry & Biochemistry departments provide a forum for identifying and addressing changed or new educational needs in science and math courses outside the Biological Sciences.

18 Division of Biological Sciences B.S. in Molecular Biology (continued) Attitudes and Values: What should students value? Recognize the interactions between biology and society: the impact of biological discoveries on society, the long-term and ethical implications of biological discoveries, and the impact of social context on scientific progress. Habitually analyze every-day events using the principles of scientific inquiry to evaluate the credibility and value of information acquired from many different sources Divisional Undergraduate website

19 What are these? Division of Biological Sciences B.S. in Physiology & Neuroscience Understand: evolution and diversity of living organism heredity and its molecular basis the correlation of biological structure, function and processes at all levels of biological organizations how energy, nutrients, metabolites and information are acquired and organized, and how they flow through biological systems biotic interactions and the relationship of organisms to the physical environment how mathematics, physics and chemistry are integrated into the study of biology Have an in-depth understanding of: the physiological mechanisms that coordinate functions within and between organ systems, considering all levels of organization from molecules to whole organisms how the nervous system carries out its central role of acquiring information about information, and generating effective behavior Skills: What should students be able to do with their knowledge? Construct reasonable hypotheses to explain biological phenomena and design effective experiments to test the hypotheses Implement contemporary biological research techniques to conduct experiments, and use quantitative and/or statistical approaches to analyze the results and draw appropriate conclusions from them Use digital technologies to search the scientific literature, and to retrieve and analyze information from reliable databases Clearly and accurately communicate biological concepts 1. Courses that challenge students to integrate, synthesize and evaluate knowledge and new information( currently not done; will be implemented). a) Key Core Courses (marked with an a in Learning Goal tables) b) Capstone courses provide evidence of how well students can integrate and apply a body of knowledge in a culminating project. (Examples of Capstone laboratory courses: BICD 131, BIMM 127, BIBC 104, BIBC 105, BICD 123; Examples of Capstone lecture courses: BICD 136, BIBC 120, BIPN 108, BIBC 130) c) Special Topics Upper Division Seminar courses: BISP 190 and BISP 194 d) Undergraduate Research Opportunities (BISP 196, BISP 197, BISP 199, AIP 199)which require students to present their findings via: presentation at UCSD s Undergraduate Research Conference; publication in divisional undergraduate peerreviewed journal (Saltman Quarterly; poster at annual Spring Quarter Undergraduate Poster Session 2. Feedback from instructors teaching upper division courses that depend directly on material students learned in lower division courses 3. Surveys: a) Exit survey of graduating seniors solicit their opinions about the nature, extent, and scope of their learning b) follow-up surveys done by the Career Service Center show how well the department has prepared students for advanced work or future careers. c) campus-wide surveys of current students, including the new Undergraduate Experience Survey (UCUES), solicit their views about learning d) course evaluations (CAPE) at the end of the quarter solicits students opinions about how much they have learned during the course. The Education Committee (EC), a divisional committee with faculty representatives from each section (department), reports to and advises the Associate Dean for Education, who is ultimately responsible for the quality and effectiveness of the Academic Programs. The EC establishes programmatic learning objectives, identifies learning outcomes, and establishes curriculum review criteria that are aligned with learning objectives of the education program. CEP reviews education program via the Undergraduate Review Committee (every seven years). Associate Dean and EC work collaboratively to address issues identified in CEP review. Section Chairs (Department Chairs) and Associate Dean for Education meet regularly to assure additional faculty input for all educational matters. Individual faculty comment directly to Associate Dean if they perceive a problem with the prerequisites in preparing students for their courses. EC reviews assessment data annually and report back to the Associate Dean, who will initiate processes with the goal to eradicate shortcomings. Associate Dean initiates major internal curricular reviews, which involves ad hoc Biological Sciences faculty workgroups. Ad hoc meetings with Vice Chairs for Education from Physics, Mathematics and Chemistry & Biochemistry departments provide a forum for identifying and addressing changed or new educational needs in science and math courses outside the Biological Sciences.

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