Evaluating Learning

Student Assessment

In addition to the non-traditional assignments mentioned in the Pegagogical Methodologies section, the following, traditional assessment strategies were used to evaluate student understanding of course material:


There will be exams over each module. They will consist of 50 multiple choice questions each and non-cumulative. You are expected to be present for the exams. In the event of a documented emergency and you notify one of us within 24 hours of the exam, you may take a makeup exam within one week of the original date.

Written/oral Assignments:

All students are required to give an oral presentation based on their own literature review. This assignment will be an integration of literature from the three disciplines-biology, psychology, and nutritional chemistry-in keeping with our interdisciplinary approach. Students will have their topics approved by the instructors, and will work in collaborative pairs to produce the assignment. We, your instructors, will serve as your advisory panel as you develop your topic and search the literature for evidence-based publications. Be sure to use us and to come to us when you are struggling with any part of this assignment.

Evaluation and Assessment:

In 2006 we are planning to use widely accepted instruments such as TOSRA (Test of Science Related Attitudes) to assess goal #3 (improving science related attitudes). SALG (Student Assessment of Learning Gains) will be used to assess increase of student involvement in civic engagement, interest in science and scientific literacy. Pre and post testing will be used to determine the increase or improvement. Student presentations and exams will be used to assess if student learning goals have been met. In addition standard IPFW student evaluations will be used to get feedback on the course and instructors.

Course Assessment

The course was fairly well received and we intend to keep much of its format. Given the fact that we have taught the course only once, we intend to keep working on improving it by attempting better integrations of topics and a refinement of the course goals. To improve our service learning component Ahmed Mustafa has become a University Trainer in the program called "Training for Intervention ProcedureS(TIPS). He will be giving a two-hour training to all students enrolled in class. We also intend to produce a textbook type version of our lectures and continue to update discussion topics. An internet version of the course is also under development. Assessment efforts will reveal strengths and weakness that need to be addressed and we will make changes as needed.