Part I: Graduate Program Learning Goals (Grad-PLGs) and Graduate Program Learning Outcomes (Grad-PLOs)
The Graduate Program Learning Goals (Grad-PLGs) represent broad objectives defining the knowledge and skills that BBSEM graduates will achieve. Each Grad-PLG aligns with the UMN Graduate Learning Goal Categories, and specific, measurable Graduate Program Learning Outcomes (Grad-PLOs) are developed to demonstrate student proficiency in each area.
| UMN Graduate Learning Goal Category | Graduate Program Learning Goals (Grad-PLGs) | Graduate Program Learning Outcomes (Grad-PLOs) |
|---|---|---|
| Our graduates will have advanced knowledge, critical thinking and problem-solving skill, appropriate methodologies, and practical and applied skills in bioproducts and biosystems science, engineering and management. | 1. Demonstrate core competence through successful completion of key BBSEM courses, including BBE 8001, Seminar I, BBE 8002, Seminar II, BBE 8013, Parameter estimations, and a specific focus area course, and additional electives, and complete research adhering to professional standards and present findings through publications, theses, and conferences. |
| Our graduates will communicate effectively in professional contexts. | 2A. Demonstrate professional-level writing skills. 2B. Deliver oral presentations at a professional standard for the audience from different scientific backgrounds. |
| Our graduates will demonstrate competencies and skills required for success in a diversity of careers relevant to their field, such as teamwork and collaboration, leadership, professionalism and ethics, and career planning. | 3. Engage in teamwork and collaboration and leadership in coursework, team project, research, and professional activities, required seminar course components in ethics and responsible conduct of research. Develop curriculum vitae, etc. |
| Our graduates will have knowledge of and necessary skills for understanding and applying values of access, belonging, and community within the bioproducts and biosystems science, engineering and management discipline. | 4. Incorporate a global perspective and cultural relevance into their research and scholarly outputs. |
Part II: Program Requirements and Assessment Matrix
The following matrix outlines where each Grad-PLO is Introduced (I), Reinforced (R), and Emphasized (E) throughout the program. This includes core courses, theses, and other program requirements.
| Graduate Program Learning Outcomes (Grad-PLOs) | BBE 8001 | BBE 8002 | BBE 8013 | A specific focus area course | Thesis Proposal | Thesis Defense |
|---|---|---|---|---|---|---|
| I, R, E | I, R, E | R, E | R, E | R, E | E |
| I | R | E | E | R | E |
| I | E | R | E | E | E |
| I, R | R | E | R | R | E |
| I, R | R | E | R | R | E |
Part III: Graduate Program Assessment Practices
The table below describes the specific methods used to assess each Grad-PLO, including the evidence collected, where it is collected, and the assessment process.
| UMN Goal Category | Grad-PLO | Evidence Collected | Where Evidence is Collected | Assessment Method |
|---|---|---|---|---|
| 1 | Final projects, assignments, exams from core courses, thesis, publication, conference presentation. | BBE 8001, BBE 8002, BBE 8013, a specific focus area course, thesis defense. | Faculty use rubrics adapted from ABET criteria to assess knowledge demonstrated in projects, assignments, exams, and theses. |
| 2 | Student theses, publications, conference presentations. | BBE 8777/8888, independent research projects. | Faculty evaluate oral preliminary exams, thesis defense using rubrics focused on methodological rigor, originality, and professional standards. |
| 2A, 2B | Written theses, journal articles, oral presentations at exams, seminars or conferences. | BBE 8001, BBE 8002, thesis defense. | Written skills assessed using a writing rubric; oral communication evaluated through faculty review of presentations, respond to Q&A from other graduate students, and seminar discussions. |
| 3 | Seminar and project presentations, leadership roles in research collaborations. | BBE 8001, BBE 8002, thesis defense. | Faculty evaluate collaboration and leadership using rubrics focusing on teamwork, leadership, and participation in interdisciplinary projects. In seminar courses, participate in asking questions and providing feedback on presentations. |
| 4 | Literature reviews, global analyses in theses and seminar discussions. Lead international/cross-cultural collaborations | BBE 8001, BBE 8002, thesis defense. | Global perspectives assessed through rubrics evaluating cultural relevance, contextual accuracy, and international case studies, or show the global impact of education and research activities. |
Assessment Process
- Instructors and mentors provide evidence summary of students’ Grad-PLOs, with assistance from students, instructors and mentors.
- Annual Assessment Review: Faculty review evidence collected for each Grad-PLO during the academic year. Evidence is from course materials, faculty instructor feedback, and student records of publication, conference presentation and theses.
- Rubrics: Standardized rubrics are applied for consistency in evaluating student performance, e.g., building a rubric to track the student development in the five aspects of Grad-PLO presentation participation, records of asking questions, and showing potential to be a leader in the research field, etc.
- Feedback: Results are discussed at the annual May faculty meeting, and feedback is used to refine the curriculum and improve learning outcomes. Offer constructive feedback to individual students.
- Documentation: Assessment results are documented and aligned with program improvement plans.