UMR Self Study Prepared for the North Central Association of Colleges and Schools 1999

We attempt to assess student learning by careful consideration of. a. Student performance on common nationally-normed exams, include the GRE, MFAT, MCAT, PCAT, VAT, etc. Guided by student performance on nationallynormed exams like the Graduate Records Exam, the Major Fields Achievement Test in Biology, the Medical College Admissions Test, Pharmacy College Admissions Test, Veterinary Admissions Test, etc. we have been able to make curriculum and course content adjustments, as required to assure adequate preparation of our students. Feedback from exam results and comments of alumni through numerous solicited and unsolicited evaluations and special invited seminars provide valuable guidance for minor curriculum adjustments as well as encouragement for current students. The remarkably successful record of acceptance of our students in technical jobs, medical and other professional schools, several prestigious summer research programs and graduate schools, and continuing correspondence with these alumni clearly indicate the adequacy of the curriculum and high motivation of our students.

During the early stages of development of our Life Sciences program, our students routinely performed well above the national average on exam sections related to molecular and cellular biology, as well as human and general animal biology. Performance on exam sections dealing with botany, however, was somewhat lower than the national average. Recognizing this, we made specific efforts to include more detailed information on plant science m our introductory biology courses as well as initiation of separate lecture and laboratory courses in plant science. Recent scores o f graduating seniors indicate marked improvement m this area. b. Frequent reviews of course content, assigned texts, homework assignments, laboratory exercises, quizzes, exams and grading policies. This is sometimes accomplished through open discussion during weekly faculty meeings, more frequently during meetings and continuing discussion among faculty colleagues attempting to coordinate lecture and lab or various sections of a course, or with new faculty who might be teaching a course for the first time. Annual faculty evaluations conducted by the chair include review of teaching assignments and performance, as well as occasional interviews with students and discussion of course objectives and performance expectations. Grades reported at the end of each semester are carefully reviewed by the faculty member and the chair. Course grades and continuing academic performance as recorded on official university transcripts, especially performance in upper-level and capstone coursework, are probably the best assessment we have of overall student learning. c. We place confidence in the ability ot our faculty colleagues to offer challenging and informative classes at an appropriate depth and pace commensurate with stated prerequisites and course objectives. We encourage faculty to make themselves available to respond to students’ concerns and problems with coursework. Small classes and opportunity for interaction with students in and out of the classroom contribute substantially to the learning process.