Biology

Bachelor of Science in Environmental Health Science(47)

Contact Person:
Dr. Carl Stapleton
Biology Department
(501) 569-3501 
crstapleton@ualr.edu 

UNIVERSITY OF ARKANSAS AT LITTLE ROCK Plan No. 47
Assessment Progress Report Form - Calendar Year 2004

I. USE OF ASSESSMENT FOR PROGRAM BUILDING AND IMPROVEMENT: 

Assessment information from the Fall and Spring 2004-05 semesters for SLO₅ still indicates a need for changes concerning this learning objective. Although results show that SLO₅ is being met and some improvement in scores, the written and oral components still indicate weaknesses in application and interpretation of statistics. Steps have been taken to integrate more statistical analysis skill requirements within existing Environmental Health Sciences courses. However, these changes may not be reflected as much in those students recently assessed. SLO₄ was also assessed during the Summer 2 term. This is the second time that SLO₄ has been assessed within the program. Due to limited resources available to the Director of the Environmental Health Sciences (ENHS) program, a conscious effort has been made to focus on SLO₅ every year along with one other Student Learning Objective. When additional resources become available to the ENHS program, more time can be dedicated to other student learning objectives.

a) SLO₄: Feedback was obtained for 6 students enrolled in Enhs 4430/5430, Environmental Epidemiology, during the Summer 2 term. The focus of this student learning objective is on developing skills in environmental risk analysis and use of environmental statistics, environmental epidemiological methods, and computer databases. A comprehensive final examination was used to measure skills proficiency in the areas identified above. The average score on the examination was 70.2 % with a standard error of 4.19. Scores ranged from a maximum of 81% to a minimum of 55%. The 95% confidence interval for these data is 70.2 % + or – 4.19%. Kurtosis and skewness are -1.2898 and -0.6403, respectively. This is the second time that SLO₄ has been assessed. The average score of 70.2% is not significantly different from the score of 71.0% measured two years ago. The range of scores did change significantly from 26 this year as compared to 46 two years ago. Other indicators show that the scores were grouped closer than the previous cohort. It is clear that the minimum score (55%) on the most recent examination is not acceptable. 

b) SLO₅: Feedback was obtained for two students for the Fa/Sp 2004-05 semesters. The average score on the written portfolio component was 76%, ranging from a low of 74% to a high of 78%. This reflects a decrease of approximately 1% over the last group of students assessed. Students scored an average of 75% on the oral presentation component. Scores for this component ranged from a low of 72% to a high of 78%. The average score on this component increased by 4% from the previous assessment average of 71%. These data show increases in both the written and oral components as compared to the last assessment. No students scored below the minimum requirement of 70% for the oral and written components. 

II. FACULTY AND STAKEHOLDER INVOLVEMENT: 

The Program Director still remains the only full-time faculty member serving the Environmental Health Sciences program with part-time (adjunct) faculty representing the only other resources directly involved in the ENHS program. Informal meetings are held with part-time faculty to get their feedback concerning assessment of the ENHS program. Suggestions from these individuals are very helpful because they represent prospective employers in the private and public sectors. Additional interaction also occurs between full-time faculty within the Biology degree programs. 

Students and alumni are involved in assessment of the ENHS program through two mechanisms: (1) a committee of the Student Chapter of the National Association of Environmental Professionals provides feedback concerning the assessment process and makes recommendations concerning curricular matters; and (2) email has been used extensively by the Program Director to maintain contact with program alumni. Alumni are asked to provide feedback concerning their academic preparation and relevancy to their jobs. Employers are involved in the assessment process through the existing cooperative education and internship programs.

Results of ENHS assessment activities are distributed to program stakeholders through the channels above. The Program Director will continue to evaluate the effectiveness of internet conferencing for distributing assessment information and receiving feedback. If successful, it will be expanded to form an advisory committee for the ENHS program consisting of alumni, current students and employers. 

III APPROACH: 

The ultimate goal of the Environmental Health Sciences Program (ENHSP) is to provide graduates with interdisciplinary knowledge and skills necessary to address critical environmental issues and promote sustainability of human and natural ecosystems. Technical and analytical skills are key components of the ENHSP. Social and cultural awareness as they relate to environmental problems are also emphasized in the program. Application of knowledge and skills attained by students is promoted through the curriculum, community research projects, environmental education activities in schools, and internships and cooperative education opportunities at the local, state and national levels. These program activities coincide with the comprehensive mission of UALR to serve the community and state. The ENHSP program further supports UALR’s mission through inclusion of international environmental issues in its curriculum. Figure 1 presents a schematic of the assessment program model for Environmental Health Sciences. 

Click here to see the Goal & Objective Model

Program Mission: The Environmental Health Sciences Program (ENHSP) is designed to graduate professionals equipped with interdisciplinary knowledge and skills necessary to address critical environmental issues and promote sustainability of human and natural ecosystems. Technical and analytical skills are key components of the ENHSP, but social and cultural awareness as they relate to environmental problems are also emphasized. Application of knowledge and skills achieved by students is promoted through community research projects, environmental education activities in schools, and internship and cooperative education opportunities at the local, state and national levels. The ENHSP contributes to the UALR mission through activities in the community and schools, participation in national professional organizations, provision of quality teaching, internships and cooperative education activities and student involvement in community projects. 

Program Goals: 

1. To demonstrate competencies in environmental sampling system design and application for individual and multimedia site requirements. 
2. To gain an understanding of environmental concepts and skills which are integral to human and natural ecosystem interaction. 
3. To increase awareness concerning environmental professionalism and associated responsibilities. 
4. To develop skills in environmental risk analysis and use of environmental statistics, environmental epidemiology methods, and computer data bases. 
5. To demonstrate proficiency in environmental report writing, document preparation and associate oral communication skills. 

Student Learning Objectives and Assessment Methods: 

SLO₁: to show competencies in environmental sampling system design and application for individual and multimedia site requirements

Assessment will be conducted using a combination of a faculty-constructed examination and site-simulated demonstration methods. The written portion of the assessment must be passed by each student to qualify for the demonstration component. It will consist of a closed-book multiple choice examination with 40 questions each in the following content areas: sampling statistics, air media, water media, solid & hazardous waste and soil media. A minimum score of 70% is required for each of the five content areas. Students failing to achieve a score of 70% on any component will be allowed to retake the examination for the appropriate component(s).

The demonstration component will be open-book with a scenario that integrates the five content areas. Based on this scenario, each student will be required to prepare a comprehensive environmental sampling plan. Grading of the demonstration component will be conducted using a scaled environmental sampling plan criteria checklist. A minimum score of 70% is required to pass the demonstration component. 

SLO₂: to gain an understanding of environmental concepts and skills establishing the basis for human and natural ecosystem interaction

Assessment will be accomplished using an examination provided by the Institute of Professional Environmental Practice (IPEP). This examination is closed-book and consists of multiple choice questions designated as general environmental science. Students will take this examination during their senior year. A passing score of 70% must be achieved on all content sections of this examination. A failing score requires that the examination be repeated. Students passing the examination will be given the designation of “Environmental Professional Intern” (EPI) when evidence that they have completed the baccalaureate degree is received at the IPEP. 

SLO₃: to increase awareness concerning environmental professionalism and its associated responsibilities 

Assessment will be accomplished using observation of student behaviors and interaction with faculty and other students. Observation will be conducted in course settings and at meetings of environmental professionals. Internship and Cooperative Education experiences will also provide opportunities to assess student professionalism. Assessment of behaviors will be conducted through laboratory/field courses within the ENHSP curriculum that require extensive group interaction. The UALR Chapter of the National Association (NAEP) and attendance at seminars and meetings of environmental professionals will be used to assess interaction outside the academic setting. Internship and Cooperative Education experiences are already available as assessment tools within the ENHSP. 

SLO₄: to develop skills in environmental risk analysis and use of environmental statistics, environmental epidemiological methods, and computer databases 

Assessment will be accomplished by using performance-based assessment methodologies. A series of environmental problems will be assigned to each student that require epidemiological designs, manipulation of data files and statistical analysis using computer-based methods. Problems will include demonstration of risk assessment methodologies. 

SLO₅: to show proficiency in environmental report writing, document preparation and associated oral communication skills Assessment will be accomplished using a combination of performance measures and a portfolio. Research and oral communication skills will be measured through the Seminar in Environmental Health Sciences (ENHS 4190) which is required of all ENHSP majors. Students will also demonstrate environmental report writing and document preparation by assembling a portfolio of work required for the Seminar. 

SLO₄ measure was accomplished by using performance-based assessment methodologies. A series of environmental problems will be assigned to each student that require epidemiological designs, manipulation of data files and statistical analysis using computer-based methods. Problems will include demonstration of risk assessment methodologies. The comprehensive final examination administered in Enhs 4430/5430, Environmental Epidemiology was used to assess performance of SLO₄. This examination was used because it provides the best available instrument within the Environmental Health Sciences program to measure SLO₄. 

Methods used to assess SLO₅ include a portfolio and oral presentation of each student’s research results. The portfolio was selected for two reasons: (1) The entire research process completed by each student can be readily evaluated; and (2) Each student can use the portfolio as evidence of their independent research and writing skills when requested by employers or graduate schools. The oral portion is assessed by the Program Director using the evaluation form previously mentioned. All majors in the Environmental Health Sciences program are required to complete the Seminar course during their senior year. A total of two students were assessed during Fa/Sp 2004-05 semesters. These students completed ENHS 4190, Seminar in Environmental Health Sciences and prepared portfolios evaluated as one component of this objective. 

Assessment SLO_s and Student Learning Sub-objectives (SLSOs) for 2005-06

SLO₁: to show competencies in environmental sampling system design and application for individual and multimedia site requirements

SLSO_1.1 - a minimum score of 70% on both the written and demonstration components as administered in Enhs 4499/5499, Environmental Sampling methods, will be achieved by all students taking this examination. 

SLO₅: to demonstrate proficiency in environmental report writing, document preparation and associated oral communication skills

SLSO_5.1 - a minimum score of 70% will be achieved by all students on the written portfolio component required for Seminar in Environmental Health Sciences (ENHS 4190) 

SLSO_5.2 - a minimum score of 70% will be achieved by all students on the oral presentation component required for Seminar in Environmental Sciences Health Sciences (ENHS 4190) 

Click here to see the Objective Time Assessment Chart

Specific program sub-goals (PSGs) are as follows: 

PSG₁: provide students with technical knowledge and skills deemed appropriate for environmental professionals 

PSG₂: promote a sense of environmental professionalism within each student 

PSG₃: each student will demonstrate proficiency in written and oral communication skills required of environmental professionals