Plan to Assess and Improve Student Learning

Department of Animal Sciences

University of Illinois at Urbana-Champaign

The Departments of Animal Science and Dairy Science were merged to form the Department of Animal Sciences in 1985. The department offers the following degree programs:

• B.S. in Animal Sciences
• M.S. in Animal Sciences
• Ph.D. in Animal Sciences

Key outcomes were identified by the Undergraduate Courses and Curricula Committee for the B.S. program and by the Graduate Courses and Curricula Committee and the Graduate Study Committee for the M.S. and Ph.D. programs. The outcomes proposed by the committees were reviewed and approved by the Department of Animal Sciences faculty, March 12, 1999.

Undergraduate programs in Animal Sciences are designed to prepare students to become leaders in agribusiness, academe, and government. Faculty have identified the following areas of desired competency:

• computer literacy
• effective oral and written expression
• internships and international experiences
• leadership and interpersonal skills
• problem solving and critical thinking skills
• research and/or independent study experiences
• subject matter expertise

Graduate Programs are designed to provide fundamental training in basic and applied animal sciences. After selecting an area of specialization, students are guided by their academic advisors and Advisory Committees in designing a program of study that will help them to develop the knowledge and skills appropriate to the students' careers and professional objectives. Students usually prepare for careers in basic or applied animal science research in universities, government agencies, and private industry; college teaching; industry, community, or public health education programs; or animal industries. Upon completion of their graduate program, these students should be able to read, listen and observe accurately, to question intelligently, to apply classic and modern scientific principles to animal sciences, to be familiar with procedures and programs currently practiced in the animal industry, to judge and interpret data objectively, to evaluate the potential for change in the animal and biomedical industry, and to communicate effectively.

B.S. Program

1. Methods to accomplish desired outcomes

• Subject matter expertise - The primary method of fulfilling this outcome is through the completion of required courses in the curriculum. Those required courses include ANSCI 100, ANSCI 202; ANSCI 220, ANSCI 221; ANSCI 231; ANSCI 103, or ANSCI 200 or ANSCI 250 or ANSCI 299; and ANSCI 298.

• Problem solving and critical thinking skills - Development of problem solving skills will be enhanced by completing courses that require such expertise (e.g. ANSCI 107; ANSCI 200, ANSCI 205; ANSCI 207; ANSCI 209; ANSCI 211; ANSCI 231; ANSCI 250; ANSCI 300; ANSCI 301; ANSCI 302; ANSCI 303; ANSCI 304; ANSCI 305; ANSCI 306; ANSCI 308; ANSCI 310;ANSCI 316, ANSCI 317 and ANSCI 358). Undergraduate research projects and internship experiences will also provide opportunities to further develop problem solving and critical thinking skills.

• Effective oral and written expression - The department offers several courses that provide students opportunities to enhance their communication skills. Those courses that emphasize oral communication are ANSCI 205; ANSCI 212; ANSCI 213; ANSCI 214; ANSCI 308, and ANSCI 316, whereas ANSCI 150; ANSCI 210, and ANSCI 298 emphasize written communication.

• Computer literacy - Undergraduates are required to complete at least one computer course from a list that includes ACE 161, CS 101, CS 103, or CS 105. Other courses that utilize computers and enhance computer skills include ACES 100, ANSCI 103, ANSCI 231, ANSCI 308, ANSCI 312, ANSCI 317, ANSCI 331 and ANSCI 358.

• Leadership and interpersonal skills - Students' leadership and interpersonal skills are developed through their participation in student and professional organizations. Many undergraduates are members of and serve as officers of five undergraduate clubs, several of which have affiliations with national societies such as American Society of Animal Science. In addition, undergraduates have the opportunity to participate on five intercollegiate judging teams and compete in local and regional quadrathalon contests.

2. Measures of accomplishment of desired outcomes

Current information available to faculty and to the department include student performance in specific courses, student response on course evaluation (ICES) questionnaires, College of ACES Undergraduate Student Survey, senior exit interviews by the department head, internship reports and surveys, and the chancellor's Senior Survey. A plan to collect and evaluate all available information must be developed so we can assess the desired outcomes accurately. Other measures that may be used include a performance-based assessment (team projects within a course), academic student performance in selected courses, 5-year and 10-year alumni surveys, and a standardized test administered after the completion of a capstone course. The use of focus groups of graduating seniors to assess their educational experience may also be considered.

A. Methods to accomplish desired outcomes

• Annual review of graduate student progress - Each student is evaluated on an annual basis. Each M.S. student’s advisor reviews his/her progress and may elicit additional information from other faculty who may have had the student in a course, or who have helped supervise the student's research. Each Ph.D. student, in collaboration with the advisor, selects an Advisory Committee that serves as the basis for the Preliminary Examination Committee and the Final Examination Committee. The Advisory Committee consists of at least four faculty members, including one from outside the Department of Animal Sciences. The Advisory Committee provides advice to the student and student’s advisor concerning course selection, progress of the student, research, and thesis preparation when appropriate. The Advisory Committee is appointed by the Head of the Department after considering advice from the advisor and the student, and the committee meets initially with the student and student’s advisor during the first year of the student’s program. The Advisory Committee meets with the student and student’s advisor annually until the completion of the degree requirements. An annual report on the progress of the student from the advisor, with input from the Advisory Committee, is then sent to the Graduate Program Coordinator, and this report is included in the student’s departmental file. Files will be maintained in the secretarial office of the Graduate Student Coordinator.



• M.S. Thesis Defense - Each candidate for the Master's degree writes a thesis reporting original research. The thesis is supervised by an academic advisor. The candidate defends the thesis in a final oral examination, administered by the thesis advisory committee, which concerns the thesis and other areas of animal agriculture. The thesis advisory committee is composed of at least three members of the UIUC Graduate Faculty, one of who serves as chair. Students must demonstrate proficiency and the ability to draw from integrative theory and research and from different perspectives and approaches represented in the department.



• Preliminary Exam - Ph.D. students must pass a preliminary exam before the student is considered to be a Ph.D. Candidate. The oral preliminary examination is a test of the student’s preparation and plans for independent research. The examination includes, but is not limited to, a formal proposal for dissertation research. The Ph.D. Preliminary Exam should be taken before the end of the second year of the candidate’s Ph.D. program and must be taken before the end of the third year of the candidate’s Ph.D. program. The Preliminary Examination Committee evaluates the student's 1) general knowledge of science and animal agriculture, 2) competence in the field of study, 3) potential for conducting creative and innovative research, and 4) research proposal. The research proposal includes an introduction, pertinent literature review, hypothesis and objectives, experimental design, and procedures that are to be used. Any preliminary data that may have been collected is presented.



• Enhancement of oral communication skills - Students are provided numerous opportunities to develop speaking skills through group meetings, divisional seminar programs, the Neumann Graduate Student Paper competition, and research presentations at regional, national and international meetings.



• Biennial survey or focus groups with current students - Surveys or focus groups of current graduate students will be conducted biennially to assess (1) students' satisfaction with the quality of instruction and the availability of formal and informal opportunities to develop the desired competencies; and (2) students' appraisal of the quality of instruction and advising during their time in the department. Surveys will ask respondents to identify sources of strengths, limitations, and suggestions for improvements. Procedures to be used for surveys and focus groups are under development and will be tested with two different groups of students in Fall 1999, with implementation estimated for Spring 2000.



• Student participation in graduate policy committees - The Graduate Study Committee includes a graduate student elected by the graduate students to represent the views and concerns of the graduate student body. Students have an opportunity, through their representative; to provide feedback on required competencies, assessment methods, and departmental efforts to develop these competencies in students.



• Consultation with the External Advisory Committee - Competencies will be reviewed by selected members of the External Advisory Committee (i.e., those members who represent disciplinary competencies of areas in the department) for appropriateness and applicability.

B. Measures of accomplishment of desired outcomes

The Department of Animal Sciences Graduate Program will use various forms of currently available information to assess outcomes including, but not limited to, student performance in specific courses, student response on course evaluating (ICES), time-to-degree completion, and successful completion of the preliminary and final exams. The Graduate College Review and Improvement Committee will provide information related to grades in key courses, publication of thesis research, Graduate College surveys and comments during exit interviews with the department head. A series of standard questions is being developed to use in advance of the exit interview by the department head. Students will be asked to answer these questions at the time they deposit their thesis or at the time of their exit interview, whichever comes first. Information from these sources will be evaluated by the Graduate Teaching Coordinator, the Graduate Courses and Curricula and Graduate Study Committees. The use of focus groups is under development.

The Undergraduate and Graduate Teaching Coordinators will manage the outcomes assessment process in Animal Sciences with input from the Undergraduate and Graduate Courses and Curricula Committees and the Graduate Study Committee. The two coordinators will be responsible for collection, evaluation and summation of undergraduate and graduate data each year. The appropriate Courses and Curricula Committees as well as the faculty and the External Advisory committee will review annual reports. Recommendations for curriculum modification will be considered and implemented when deemed appropriate and career enhancing.

Fall 1998 - Spring 1999

• develop process to monitor graduate and undergraduate student grades in selected courses; collect data

• assess adequacy of exit interviews and written surveys

Summer 1999

• collect data from student exit interviews and written surveys

• tabulate and interpret data on student grades

Fall 1999

• develop process for focus groups of undergraduate students and faculty

• consult with the External Advisory committee

• present outcomes assessment report to faculty

Spring 2000

• initiate necessary changes in exit interview processes and surveys

• initiate focus groups

• collect data

Summer 2000

• tabulate and interpret ICES core data

• tabulate and interpret second-year data on student grades

• prepare second outcomes assessment report

- Present outcomes assessment report to faculty and External Advisory committee

The outcomes assessment plan may require additional staff or student assistance to collect and tabulate data from various sources, and may require assistance in design and implementation of focus groups and surveys. We do not currently anticipate a need for any other additional resources.