Annual Assessment

Report Biology BA

Faculty Responsible for the Report

Annual Assessment Report

Program Profile

2013-2014 2014-2015

Majors (total, majors 1,2,3) 19 19

Minors 16 11

Pre-Med 11 9

Full Time Faculty 3 3

Part Time Faculty 0 0

Combine all major students. If your discipline has a secondary education certification component, you

will need to indicate that in the title of this report unless you are submitting a separate report for the

education component.

*If your discipline is a major with one or multiple concentrations, that information needs to be

included as separate content. Report the number of declared students by concentration and each

concentration will need a separate assessment section.

Program Delivery (HLC 3A3)

Traditional on-campus _____X_______

Online Program ____________

Evening Cohort _____________

Analysis: Our minimum-standard goals for the following:

Retention: 60%

Persistence: If this is assessed annually and does not include retention, we should expect at least 80%

Time to Degree: 4-years; this is reflective/accurate of actual course rotations

Outside Accreditation: Is your program accredited by outside accreditor? No

Is accreditation available for your program? No

Are you making strides to attain accreditation? If no, why not?

Commented [PN1]: These are not B.A. students. This is a

B.S. concentration.

Program Action Items

Action Item 1: To develop an effective plan for accurately assessing retention,

persistence, and graduation rate in coordination with the offices of

the registrar and institutional research. To use these data to establish

meaningful annual benchmarks in each category.

Action steps: 1. Communicate with the aforementioned offices after the completion of

Fall census, and before the last week of classes. Received Census from

Division Chair (A. Lungstrum); reported that there were apparent errors in

counting the pre-med concentration students as B.A. rather than B.S.

Furthermore, the Registrar reported that up to a dozen student students might

not be coded correctly (B.A./B.S.).

2. During or before the third week in May, use these data to establish

baseline benchmarks. Benchmarks established (see above “Analysis”)

Timeline To be completed in time to include all data in the 2014-2015 May

[annual] report.

Faculty Responsible Robin Hirsch-Jacobson, Kimberly L. Keller, Nicholas A. Pullen

Evaluation Establishment of benchmarks at the close of 2014-2015. Completed

Action Item 2: Getting non-biology faculty/courses that are scheduled for

assessment on board with assessment.

Action steps: Communicate directly with chemistry and mathematics faculty

teaching courses in the biology B.A. assessment plan.

Timeline Within the first two weeks of the semester that the relevant courses

are scheduled.

Faculty Responsible Robin Hirsch-Jacobson: mathematics (assessments not needed)

Nicholas Pullen: chemistry (communicated)

Evaluation Complete inclusion of assessment artifacts from non-biology courses

into assessment data analyses (currently there are none).

Regarding objective 6: Biochemistry can be assessed; however, starting

AY15-16 Organic chemistry (CHM 313/314; 324/325) will not be assessed

(point of mastery instead). We will use BIO 114/115 as a point of

assessment in order to gauge incoming student capability, and compare that

with our assessment of objective 6 in genetics (BIO 231/232)

Program Objectives: (from most recent Assessment Plan) 1. Demonstrate knowledge of cell ultra-structure and basic cellular process and develop an

understanding of the requisites of life.

2. Converse with the basic tenets of transmission, molecular, development and population

genetics.

3. Give an overview of the major organ system of the human body OR a comparative overview

of these systems in the vertebrates. Either option will include the normal and pathological

function of those organ systems.

4. Demonstrate knowledge of the diversity and taxonomy of organisms and the significance of

variation in morphology, behavior and life history

5. Explain the role that natural selection, genetic drift and other phenomena have had on the

production of biological diversity and the role evolution has in integrating explanations of

both unity and diversity of life.

6. Demonstrate knowledge of scientific methodologies and usage of current scientific

equipment and technologies.

Program Objectives Matrix (from most recent Assessment Plan)

Obj. 1 Obj. 2 Obj. 3 Obj. 4 Obj. 5 Obj. 6

BIO114/115 I, A I I I I

BIO124/125 R I I, A R R, A R

BIO231/232 R M, A R R, A

BIO401 M M M R

BIO450 M

CHM114/115 R

CHM124/125 R

CHM314/315 M, A

Field Course:

Obj. 1 Obj. 2 Obj. 3 Obj. 4 Obj. 5 Obj. 6

BIO310/322,

BIO330/331,

or BIO 400

R 310/322 M, A M M

A & P Course:

Obj. 1 Obj. 2 Obj. 3 Obj. 4 Obj. 5 Obj. 6

BIO313/314

or

BIO317/318

M R M, A M

317/318

M

317/318

M

Math Course:

Obj. 1 Obj. 2 Obj. 3 Obj. 4 Obj. 5 Obj. 6

Mat124

or

MAT 204

R

All objectives must be assessed either yearly or as articulated on a cycle. Objectives are not necessarily

assessed each time they are listed as a Program objective for the course. The faculty in the program

determine when the objective will be assessed, in which course, with which artifact, and what if any

outside assessment will occur.

Fill in the chart with Program Specific Content- Much of this can come from past annual reports. When

identifying the methods, consider fall and spring courses and assignments to identify appropriate

assessments for the objectives. Best practices recommend multiple measures of assessment for each

objective

Assessment of Program Objectives Proficiency is a student score ≥70% on the assessment item(s).

Objective 1 Demonstrate knowledge of cell ultra structure and basic cellular process

and develop an understanding of the requisites of life.

Methods ETS Major Field Test

Final exam questions in BIO 114/115

Intermediate student interviews on assessment day.

Entry Student Assessment Day Instrument

Benchmark Average score of 53 or higher on section 1 of the field test, with 60%

above 50.

70% at proficient or better (BIO114/115)

Dept. average of 3/5 on assessment day interview.

Entry Level Instrument: class average 60% or above; 25% of students at or

above 70%.

Data Collected

(course specific)

MFT Section 1: 47.6 (n=3); 33.33% at 50 or higher

BIO 114/115: 90% are proficient, n=50

Dept. Interview: 3.5/5

Entry Level Instrument: 52.8% (n=-5); 20% at 70% or higher

Data Collected

(Assessment Day,

external tests,

Senior

Achievement)

MFT Section 1: 47.6 (n=3); 33.33% at 50 or higher

Dept. Interview: 3.5/5 (n=4)

Entry Level Instrument: 52.8% (n=-5); 20% at 70% or higher

The major field test is a standardized assessment produced by ETS and used

nationally.

For assessment day: students are given a question and time to prepare (10-

minutes, closed-book/notes), then are expected to respond orally.

Entry Level Instrument is a survey multiple choice exam derived from Campbell

Biology (9th edition).

Results/Outcomes Cohorts did not achieve benchmark for MFT or Entry Level Instrument.

Cohorts surpassed benchmark for BIO114/115 assessment and the Dept.

Interview.

Proposed changes

to the assessment

process

Remove benchmarks to entry level exam, but instead use it as an

indication of where they are in the first year. Therefore we can compare

our entry level cohorts from year-to-year.

Budget needs

related to the

objective?

Approximately $75 for the Biology Major Field Test (the $75 covers all

objectives, but we will mention it in each table)

Objective 2 Converse with the basic tenets of transmission, molecular, development

and population genetics.

Methods ETS Major Field Test; section 2

Final exam questions in BIO 231/232.

Benchmark Average score of 53 or higher on the field test (section 2), with 60% above

50.

70% at proficient or better

Data Collected

(course specific)

BIO 231/232: 58% proficient; n=26.

Data Collected

(Assessment Day,

external tests,

Senior

Achievement)

MFT Section 2: 47.3 (n=3); 66.67% 50 or higher

The major field test is a standardized assessment produced by ETS and used

nationally.

Results/Outcomes Did not meet benchmark in BIO 231/232 (12% short). Surpassed one

benchmark on MFT.

Proposed changes

to the assessment

process

Maintain proficiency level (score of at least 70%), but lower the

benchmark to 60%. For BIO 231/232 we expect lower scores.

Budget needs

related to the

objective?

Approximately $75 for the Biology Major Field Test (the $75 covers all

objectives, but we will mention it in each table)

Objective3 Give an overview of the major organ system of the human body OR a

comparative overview of these systems in the vertebrates. Either option

will include the normal and pathological function of those organ systems.

Methods Final exam questions in BIO 124/125

Final exam questions in BIO 313/314

Final exam questions in BIO 317 /318

Final exam questions in EQS 306

Entry Student Assessment Day Instrument

Benchmark 70% at proficient or better for each exam

Entry Level Instrument: class average 60% or above; 25% of students at or

above 70%.

Data Collected

(course specific)

BIO 313/314: 64% proficient; n=14

EQS 306: 83% proficient; n=24

BIO 124/125: 86.7%; n=30

Data Collected

(Assessment Day,

external tests,

Senior

Achievement)

Entry Level Instrument: 52.8% (n=-5); 20% at 70% or higher

Entry Level Instrument is a survey multiple choice exam derived from Campbell

Biology (9th edition).

Results/Outcomes 6% short of achieving the benchmark in BIO 313/314. Exceeded

benchmark in EQS 306 and BIO 124/125. BIO 317/318 not offered this AY.

Proposed changes

to the assessment

process

No changes proposed; taken together, we are satisfied with the progress

of our students (6% in BIO 313/314 equates to 1 student short of the

benchmark, and it should be noted that 1 student who did not meet

proficiency was a non-major).

Budget needs

related to the

objective?

Approximately $75 for the Biology Major Field Test (the $75 covers all

objectives, but we will mention it in each table)

Objective 4 Demonstrate knowledge of the diversity and taxonomy of organisms and

the significance of variation in morphology, behavior and life history.

Methods ETS Major Field Test section 3

Final exam questions in BIO 310/322

Final exam questions in BIO 330/331

Final exam questions in BIO 400

Benchmark Average score of 53 or higher on the field test, with 60% above 50.

70% at proficient or better

Data Collected

(course specific)

BIO 310/322: 75% proficient; n=26.

BIO 400 (Tropical Biology): 83.3%; n=6

Data Collected

(Assessment Day,

external tests,

Senior

Achievement)

MFT section 3: 47% (n=3); 33.33% 50 or higher.

The major field test is a standardized assessment produced by ETS and used

nationally.

Results/Outcomes Exceeded benchmark in BIO 310/322 and BIO 400. Did not meet benchmark for

MFT.

Proposed changes

to the assessment

process

None at this time.

Budget needs

related to the

objective?

Approximately $75 for the Biology Major Field Test (the $75 covers all

objectives, but we will mention it in each table).

Objective 5 Explain the role that natural selection, genetic drift and other phenomena

have had on the production of biological diversity and the role evolution

has in integrating explanations of both unity and diversity of life.

Methods ETS Major Field Test section 4

Final exam questions in BIO 124/125

Intermediate student interviews on assessment day.

Entry Student Assessment Day Instrument

Benchmark Average score of 53 or higher on the field test, with 60% above 50.

70% at proficient or better (BIO 124/125)

Dept. average of 3/5 on assessment day interview.

Entry Level Instrument: class average 60% or above; 25% of students at or

above 70%.

Data Collected

(course specific)

BIO 124/125: 86.7% (n=30)

Data Collected

(Assessment Day,

external tests,

Senior

Achievement)

MFT section 4: 52.7% (n=3); 66.67% 50 or higher

Intermediate student interview: 2.8 (n=4)

Entry Level Instrument: 52.8% (n=-5); 20% at 70% or higher

The major field test is a standardized assessment produced by ETS and used

nationally.

For assessment day: students are given a question and time to prepare (10-

minutes, closed-book/notes), then are expected to respond orally.

Entry Level Instrument is a survey multiple choice exam derived from Campbell

Biology (9th edition).

Results/Outcomes Surpassed benchmarks for MFT. And BIO 124/15. Did not achieve

benchmarks for interviews, or entry level instrument.

Proposed changes

to the assessment

process

None at this time.

Budget needs

related to the

objective?

Approximately $75 for the Biology Major Field Test (the $75 covers all

objectives, but we will mention it in each table).

Objective 6 Demonstrate knowledge of scientific methodologies and usage of current

scientific equipment and technologies.

Methods Final exam questions in BIO 231/232

Final exam questions in CHM 324/325

Final exam questions in CHM 440/441

Benchmark 70% at proficient or better for each exam

Data Collected

(course specific)

BIO 231/232: 92% proficient; n=26

CHM440/441: 94.7% proficient; n=19

Data will not be collected from CHM 324/325

Data Collected

(Assessment Day,

external tests,

Senior

Achievement)

Explain the activities used out of class for assessment of the objective.

Identify the total number of students in the assessment and how the

information is collected.

Results/Outcomes Benchmarks surpassed in BIO 231/232 and CHM 440/441.

Proposed changes

to the assessment

process

It was decided that organic chemistry will not serve as an assessment point for

this objective; instead, beginning with AY 15-16, this objective will be assessed

in BIO 114/115

Budget needs

related to the

objective?

Approximately $75 for the Biology Major Field Test (the $75 covers all

objectives, but we will mention it in each table).

Attach Rubrics and or other explanatory documents pertaining to program assessment discussed in the

chart to the report (portfolio guidelines, assignment sheet)

Analysis of Assessment: What concerns do you have about the data provided? In the results of the assessment, what worked and

what did not work? Do the data represent an identifiable trend in the level of activity/ achievement/

accomplishment? Do the data represent an acceptable level of activity/accomplishment/achievement given

our mission and values? (HLC 4B1).

For a professions-oriented mission statement, we are satisfied with current preparation (and measurement

of achievement) of our students. We will be considering adjustment of benchmark for Obj. 2. Data will no

long be collected from organic chemistry courses (specifically, Objective 6). BIO 114/115 will replace

organic chemistry assessment for this. We will no longer look to a specific benchmark for the entry level

instrument, but instead use those scores for comparison among entering classes.

Analysis of the Assessment Process (Empirical & Non-Empirical) (HLC4B3) Fall semester assessment data were collected for the first time this year. All except BIO 450 involved a

mixture of final exam questions (objective, lower and higher order Bloom’s Taxonomy).

Program Changes Based on Assessment: We will no longer look to a specific benchmark for the entry level instrument, but instead use those scores

for comparison among entering classes.

General Education Assessment: Communication: In all biology coursework students are expected to prepare and perform presentations

on content-specific topics, in addition to extensive written technical papers and essays.

Mathematics: In all biology coursework students are expected to generate and interpret statistics. Math

provides students with the quantitative background to perform these activities.

Critical Thinking: In all biology coursework students are expected to integrate sound logical arguments

with the scientific method.

Meaning: In all biology coursework students are expected to analyze and interpret general textbooks,

primary scientific literature, and data.

Ethical Reasoning: In all biology coursework students are expected to articulate the ethical interface of

scientific practice and general societal issues, as well demonstrate integrity in their own scientific

communications (oral and written).

Historical Perspective: In all biology coursework students are expected to demonstrate competency with

the historical development of scientific principles – that the natural process of scientific development

involves building upon the ideas of scientific progenitors.

Fine Arts: Creative and Aesthetic Sensibility: In all biology coursework students are expected to

demonstrate creative and independent generation of ideas based upon scientific parameters that they are

presented, e.g. independently generating novel hypotheses regarding specific issues that they might be

given.

Natural Sciences: The foundation of the entire program.

Social Sciences: In all biology coursework students are expected to apply their knowledge of human

behavior in the context of molecular to organismal processes (e.g. how the human body works and thinks)

in addition to the formation of new scientific ideas.

Diversity: In all biology coursework students are expected to articulate that there are variable correct

interpretations of authoritative scientific principles.

Program Activities: Student Performance Day Activities (Assessment Day):

Student Performance Reviews – Biology Department Tuesday, March 3 – Wednesday, March 4 2015

Tuesday – March 3, 2015

Time Activity Location Attendance

11:00 – 12:00pm Advice and a Slice - Job search tips….and

pizza! Burton 006

Any interested

LEAD

1:00 – 2:30pm REQUIRED

Biology Assessment Cox 300

REQUIRED -

Currently Enrolled

in BIO124/125

1:00 – 4:00pm REQUIRED

Personal Interviews – Via Appointment Cox 209 and

201

REQUIRED -

All students

Enrolled past

BIO231/232, but

not Seniors

3:00 – 4:00pm Are YOU the Total Package? - Marketing

yourself and your personal brand

Library

Auditorium

Any interested

LEAD

5:00 – 6:00pm

REQUIRED - Departmental Speaker

Dr. Michelle Leslie

University of Missouri – Biochemistry

Traffic control: Novel insights into how plants

navigate bacterial infections

Library

Auditorium

REQUIRED

ALL BIOLOGY

MAJORS

6:30 – 8:00pm Dinner with Speaker - Seniors Bek’s All Seniors

Wednesday – March 4, 2015

9:00 -12:00pm REQUIRED

Biology Major Field Tests Cox 200

REQUIRED -

Seniors

10:00 – 1:00pm REQUIRED

Personal Interviews – Via Appointment

Cox 209 and

201

REQUIRED -

All students

Enrolled past

BIO231/232, but

not Seniors

10:00 – 11:00am Dress for Success - Professional dress

examples, what NOT to wear, and other tips

Library

Auditorium

Any interested

LEAD

2:00 – 3:00pm OMG! (Oh My, Grad school!) - Grad school

enrollment prep, tips, and resources

Library

Auditorium

Any interested

LEAD

Seniors = Anyone currently enrolled in BIO401 (Evolution) having a May or

December 2015 Graduation date.

Biology Assessment Exam is required for all Biology Majors who are currently

enrolled in BIO124/125 (or have received credit for this Course) but have NOT

taken BIO231/232 (Genetics).

A personal interview is required for every Biology Major student that has taken

BIO231/232 (Genetics) but is not currently enrolled in BIO401 (Evolution).

There are sign-up sheets on the Bulletin Board outside of Cox202. You should

plan on 20 minutes for you interview (arrive 10 before and then a 10 minute

interview), casual dress is fine.

Senior Achievement Day Presentations:

Students prepare and present a poster in the style of a professional scientific conference. All students

concurrently present their posters. Students gain experiences in a pseudo-professional atmosphere

where they are expected to answer challenging questions by integrating prior knowledge and course

content, as well as gain experience presenting complex material to a diverse group. Students are

assessed on the quality of their posters, the depth of their knowledge, and the competence of material

presentation.

No changes are to be implemented at this point.

Service Learning Activities:

How is service learning infused in the coursework within your department? Is service or community

engagement in the program mission? Describe the Service Learning Activities that your students and

department engaged in this past year. How did the activities improve student learning? How did the

activities benefit the community? N/A

Program Sponsored LEAD Events:

Human Diseases mini-seminar delivered by BIO 313/314students in Cutlip Auditorium.

Three separate live, interactive webinars with physicians and researchers.

Faculty hosted numerous LEAD events ranging from student presentations to current topics in biology

to broader social issues outside of our disciplines.

Poster session for the BIO 450 students.

Student Accomplishments:

Samantha Brolaski: Internship with the MO Dept. of Conservation.

Victoria Berlin: on-staff emergency health provider at a…

Kaitlyn Eikenberry: internship at a breeding facility to rescue the endangered black-footed ferret.

Rachael Ostrem: presented abstract at the Missouri Academy of Science with Vern Hart

Joan Ryan: Cox cancer project and presented abstract at the Missouri Academy of Science with NAP

Sarah McCrae: Independent microbiological research with KLK and started “Rooted” student

organization to operate the greenhouse with Vern Hart.

Jessica Doran: Independent amphibian disease research with NAP

Alexis Bailey has authorship on three forthcoming genome publications.

Faculty Accomplishments:

Robin Hirsch-Jacobson:

Reviewed manuscripts for Canadian Journal of Zoology

Kimberly L. Keller:

Published: "The FlxABCD-HdrABC proteins correspond to a novel NADH

dehydrogenase/heterodisulfide reductase widespread in anaerobic bacteria and involved in

ethanol metabolism in Desulfovibrio vulgaris Hildenborough” in Environmental Microbiology

Reports.

Nicholas A. Pullen: attended Epigenetics conference at University of Missouri-Columbia;

Reviewed manuscripts for Cancer Research, PLOS ONE, and Cancer Informatics.

Published: “ADAM-10 is required for SCF-induced mast cell migration” in Cellular Immunology

“Modulation, mechanism and angiogenic potential of macrophage polarization (M1/M2)

on electrospun bioresorbable vascular grafts.” in Cardiac Pathology

Awarded extramural travel grant to the AAI master course July, 2015 in Long Beach, CA.

Alumni (Recent Graduates) Accomplishments (past year graduating class):

Results of Alumni survey and how well the program prepared them for their profession, this data is

collected ourselves from contact with students. We can ask the alumni office to share what information

they have on your graduates and then provide your own input to the data. Discuss special honors or

positions earned by recent graduates of the program. This can be done on survey software, facebook, or

an alternative platform that allows the information to be collected.

Emily Magnuson (’13) was admitted to the University of Missouri College of Veterinary Medicine

D.V.M. program.

Assessment Rubric

Annual Assessment Report Assessment

Component

Assessment

Reflects Best

Practices

Assessment Meets

the Expectations

of the University

Assessment

Needs

Development

Assessment is

Inadequate

Comments:

Learning

Outcomes

Program

learning

outcomes

are aligned

to national

standards

Measurable

program learning

outcomes.

Learning

outcomes are

clearly

articulated.

Program

learning

outcomes have

been identified

and are

somewhat

measurable

Program

learning

outcomes are

not clear or

measurable

My

understand

is that the

program is

going to

revise their

objectives

Assessment

Measures

Multiple

measures

are used to

assess a

student-

learning

outcomes.

Rubrics or

guides used

are

provided.

All

measuremen

ts are clearly

described.

Specific

measures are

clearly identified

Measures relate

to program

learning

outcomes.

Measures can

provide useful

information

about student

learning.

Some

measurements

are described,

but need further

description.

Assessment

measures do

not connect

to learning

outcomes

(objectives).

Assessment

measures are

not clear.

No

assessment

measures are

established.

There are a

few

inconsistenci

es between

the matrix

and what

data is

reported in

the report

Assessment

Results

All learning

outcomes

are assessed

annually; or

a rotation

schedule is

provided.

Data are

collected

and

analyzed to

evaluate

prior actions

to improve

student

learning.

Standards

for

performance

and gaps in

student

learning are

clearly

identified.

A majority of

learning

outcomes

assessed

annually.

Data collected

and aggregated

are linked to

specific learning

outcome(s).

Standards for

student

performance and

gaps in student

learning are

recognized.

Data collected

and aggregated

for at least one

learning outcome

(objectives).

Data collection is

incomplete

Standards for

student

performance and

gaps in student

learning are not

identified.

Learning

outcomes are

not routinely

assessed.

Routine data

is not

collected.

N/A

Program is

too new to

have

collected

assessment

data.

Assessment

Component

Assessment

Reflects Best

Practices

Assessment meets

the expectations

of the University

Assessment needs

Development

Assessment is

Inadequate

Comments:

Faculty

Analysis and

Conclusions

All faculty

within the

program

synthesize

the results

from various

assessment

measures to

form

conclusions

about each

learning

Program faculty

receive annual

assessment

results and meet

to discuss

assessment

results.

Specific

conclusions

about student

learning are

made based on

Some program

faculty receive

annual

assessment

results

Faculty input

about results is

sought

Faculty

input is not

sought.

Conclusions

about

student

learning are

not

identified.

N/A

Program

recently

outcome.

Includes

input from

adjunct

faculty.

Includes

input from

outside

consultant.

the available

assessment

results.

started or

too few

graduates to

suggest any

changes.

Actions to

Improve

Learning and

Assessment

A

comprehensi

ve

understandi

ng of the

program’s

assessment

plan and

suggestions

for

improvemen

t.

Clearly

stated

adjustments

in

curriculum

as a result of

assessment

data.

Actions are

innovative

in approach

in attempt to

improve

student

learning.

Description of

the action to

improve learning

or assessment is

specific and

relates directly to

faculty

conclusions

about areas for

improvement.

Description of

action includes a

timetable for

implementation

and identifies

who is

responsible for

action

Actions are

realistic, with a

good probability

of improving

learning or

assessment.

Adjustments to

the assessment

plan are

proposed but not

clearly connected

to data

Minimal

discussion of the

effectiveness of

the assessment

plan; minimal

discussion of

changes, if

needed.

No actions

are taken to

improve

student

learning.

Actions

discussed

are not

connected to

data results

or analysis.

N/A

Program

recently

started or

too few

graduates to

suggest any

changes.

Minimal

changes

suggested at

this time.

Program is

up for

review fall

2015.

Additional Comments:

* I am working with Dr. Sturgis to move the incorrect student data to the correct report. The BA does

not have the Pre-med concentration…

There are a few inconsistencies between the matrix and what is reported in the data section of the plan.

Objective 3: the matrix does not include assessment in CHM314/415 but data is present and used in the

reporting section of the report. Also, there is data from EQS306 in the data portion of the report but no

in the matrix.

Objective 6: Data from CHM440/441 is also in the data portion of the report, but not on the checklist as

a required course for the major. Since the program is no longer going to use CHM313/314 as an

assessment course, that A can be pulled from the matrix.