1. Proposed Learning Outcomes (aligned with V&C), first revision:
NW Biology instructors Conference 2016
Coming into Focus
University of Oregon
Jana Prikryl, Michelle Wood, and Hannah Wilson
VISION – To inspire and implement good practice department wide by implementing common language, elucidating the state of our undergraduate research, and improving assessment of instruction.
MAIN GOALS – 1. Align departmental learning objectives with Vision and Change, 2. Get concrete information about undergraduate research in UO Biology laboratories, 3. Implement COPUS peer review system
Photos should be at least 300dpi, but not more than 5-12 mgs each. Your poster is set to be enlarged 200% so do not change the page size to fit another poster size. Posters (3’ x 4’) will be printed at WWU using the same purchase order at the same time. Please your poster as a PPT file to by Joann Otto at WWU by April 20, Please contact Joann Otto with questions about poster printing. Also please put your institution “logo” on your poster.
Please note that this template is provided to simplify your effort to prepare a poster for the NW Biology meeting. You can change the font size, colors, column widths, add photos, institutional logos, graphics, etc. This template can also be used as a starting point and you can be as creative as you want in your poster. However, we would like to have all of the posters the same size and we will be printed at the same time, at the same print shop in order to easily pay for printing with one purchase order.
We have proposed changes to our current learning objectives so that they align with V&C.
We collected data on undergraduate research through an electronic (Qualtrics) survey.
We are planning the introduction of COPUS peer evaluations to the BI department.
ACTIONS
Products
Selected undergraduate research survey results (N=17/~35)
On average there are: 3.6 students / lab this term
14.2 students / lab during the last 4 years
In the 17 labs that responded, 41 student completed an honors thesis during the last 4 years.
Most undergraduates either help with a research project or have their own research project. Very few primarily do menial work like washing dishes and making media (2/241 over last 4yr).
The most commonly listed mentor for undergrads is the PI, followed by a graduate student in the lab.
Most typical ways in which undergrads are recruited:
Student s the PI or visits in person.
Most valued characteristics when selecting undergrads for the lab:
How much time the student can devote to lab per week.
Interaction skills / enthusiasm.
Proposed Learning Outcomes (aligned with V&C), first revision: 
1. An understanding of the process and application of scientific inquiry; the ability to develop well-reasoned hypotheses and to design experiments by which to test them.
2. An ability to apply mathematical and statistical approaches to understanding biological information; an ability to interpret graphical representations of biological information.
3. An ability to use modeling and simulation to study biological systems
4. A broad-based knowledge of biology at multiple levels and in interdisciplinary contexts; competency in reading, understanding, and critically evaluating scientific information across major areas of the curriculum, from molecules to ecosystems.
Fundamental Concepts:
Evolution and biological diversity: all living organisms are genetically-related; the diversity of life evolved over time by processes of mutation, selection, and genetic change.
Structure and function: Basic units of structure give rise to the function of all living things.
Information flow, exchange, and storage: Properties of organisms emerge from the flow, exchange, expression, and storage of genetic information.  
Pathways and transformations of energy and matter: Biological systems grow and change by processes based on chemical transformation pathways and are governed by the laws of thermodynamics.
Systems: Living systems are interconnected and interacting.
5. An ability to communicate clearly, orally and in writing, with both general audiences and professional audiences in relevant disciplines.
6. Ability to understand the relationship between science and modern society as well as the potential impact of scientific discovery on the future.
STRENGTHS & LEVERAGE
Science Literacy Program (Assoc. Dir. Elly Vandegrift)
UO Teaching Effectiveness Program
Human Physiology Department
Support of Biology Dept. Head (Bruce Bowerman)
SUSTAINABILITY
BARRIERS & CHALLENGES
We may encounter resistance to implementing a more rigorous peer review process that includes assessment of methodology that prioritizes active learning and “Scientific Teaching” methods until more faculty have had training in these methods and understand their effectiveness. At present only a few faculty are even qualified to teach or evaluate these pedagogical methods.
Our first two objectives don’t require a sustainability plan.
We will rally support for COPUS during our fall faculty retreat. Once the new system is established, it can be sustained through channels that routinely administer faculty review responsibilities.
FUTURE GOALS
Continue revisions to learning objectives, implement change. This common language will allow us to use assessment tools designed for V&C (e.g. BioMAPS, UW)
Collect responses from faculty that have not yet completed the undergraduate research survey.
COPUS peer review: voluntary bases this spring, discuss formal implementation at next faculty retreat this fall.
RESOURCES & ALLIES
NW-PULSE organizers and previous cohorts: provided the intellectual and financial support for the development of our goals.
Carl Wieman Center at UBC: developed the COPUS peer evaluation system.
Vision and Change document.
This work was supported in part by an NSF RCN UBE award #