Program-Based Criteria Table
Bachelor of Science, Biological Sciences Major
Learning Summary Template| (1 of 17) Scientific Reasoning | |||||
|---|---|---|---|---|---|
| 0 | 1-2 | 3-4 | 5-6 | 7-8 | 9-10 |
| No opportunity to observe | Plans lab, field, or other exercises in a clear and logical manner | Relates and supports method and theory to labs, field or other laboratory exercises | Clearly draws conclusions from experimental data | Exhibits insight and complex reasoning to engage in experimental design | Based on experimental design and results, proposes further direction in pursuing the experimental problem |
| (2 of 17) Critical Evaluation and Understanding | |||||
| 0 | 1-2 | 3-4 | 5-6 | 7-8 | 9-10 |
| No opportunity to observe | Approaches scientific problems and issues with curiosity | Fundamental understanding of scientific and applied principles | Readily sees connections between scientific ideas, systematic procedures and data | Achieves accurate insights through scientific inquiry in a dependable and consistent manner | Conveys scientific insights and judgments in scientific practice |
| (3 of 17) Practical (Lab and/or field) | |||||
| 0 | 1-2 | 3-4 | 5-6 | 7-8 | 9-10 |
| No opportunity to observe | Knows, uses and troubleshoots equipment & process accurately, with limited supervision | Usually produces consistent results from independent lab, field & practice situations related to the discipline | Interprets lab & field processes relevant to the discipline | Combines techniques & equipment to yield some new & useful results | Innovative approaches to lab & field practice leading to useful new insights & processes in the discipline |
| (4 of 17) Quantitative | |||||
| 0 | 1-2 | 3-4 | 5-6 | 7-8 | 9-10 |
| No opportunity to observe | Recognizes and uses fundamental quantitative relationships | Careful and skilled measurement and calculation | Experienced and independent in quantifying, calculating and drawing results of laboratory | Considerable adept use of measurement, calculation and estimate to reach useful conclusions | Applies measurement and mathematical extrapolations with great skill |
| (5 of 17) Qualitative | |||||
| 0 | 1-2 | 3-4 | 5-6 | 7-8 | 9-10 |
| No opportunity to observe | Describes and elaborates factual information related to scientific observations | Advancing skill in portraying the materials and processes of science accurately and fairly | Projects qualities of samples, specimens, environmental experiments and results clearly, accurately and in detail | Disseminates information at all levels of interaction by describing clearly the qualities of scientific materials, calculations and results | Interprets data, calculations and results clearly and accurately |
| (6 of 17) Techniques and Application | |||||
| 0 | 1-2 | 3-4 | 5-6 | 7-8 | 9-10 |
| No opportunity to observe | Understands techniques employed in the scientific process at a general level | Uses techniques and applications of the discipline in a competent way | Interprets techniques and applications within the discipline | Exhibits confidence in drawing conclusions from existing data | Demonstrates the use of techniques and applications |
| (7 of 17) Equipment | |||||
| 0 | 1-2 | 3-4 | 5-6 | 7-8 | 9-10 |
| No opportunity to observe | Selects and uses equipment indicated in standard scientific routines | Takes responsibility for maintenance and choice of equipment and supplies | Confident and knowledgeable in use of scientific apparatus | Exhibits insight into choice of equipment or application | Maximizes use of equipment for optimum experimentation |
| (8 of 17) Data Analysis (statistics) | |||||
| 0 | 1-2 | 3-4 | 5-6 | 7-8 | 9-10 |
| No opportunity to observe | Understands numeric, measured and calculated qualities of specimens, samples, processes, etc. related to discipline | Uses formulae, calculation and measurement with assurance and skill | Understands reasoning behind formulae, measurement and calculations | Accurately portrays, explains and interprets data calculation and results of scientific processes related to the discipline | Shows independence in further scientific inquiry based on existing results |
| (9 of 17) Independent thought/innovation/invention | |||||
| 0 | 1-2 | 3-4 | 5-6 | 7-8 | 9-10 |
| No opportunity to observe | Tries proven methods with skill and occasional new twists or combinations | Often sees relationships suggesting new openings for inquiry, experiment, measurement or calculation | Strikes out on new avenues of inquiry with frequent useful new ideas, processes or results | Consistently applies hunches and new insights on laboratory application, combines resources, or finds evidence supporting new conclusions | Confident, smart new queries pursued toward innovative process and result |
| (10 of 17) Training | |||||
| 0 | 1-2 | 3-4 | 5-6 | 7-8 | 9-10 |
| No opportunity to observe | Fundamental training in basic laboratory technique and evidence of active WHMIS Certification | Confident use of equipment and applications in the laboratory or field | Maintains evidence of currency within the discipline | Shows leadership in teaching laboratory techniques to others within the discipline | Demonstratable evidence of managerial and supervisory role in the laboratory |
| (11 of 17) Organizational Skills, Planning | |||||
| 0 | 1-2 | 3-4 | 5-6 | 7-8 | 9-10 |
| No opportunity to observe | Prepares systematically with some foresight for inquiry, experiment or field trip | Plans for laboratory, field or other exercises | Provides needed resources, in useful and orderly way, for scientific process related to the discipline | Makes accurate arrangements for the conclusion of scientific experiment | Accurately forecasts needs for materials, equipment and other resources to successfully complete process related to discipline |
| (12 of 17) Communication Skills | |||||
| 0 | 1-2 | 3-4 | 5-6 | 7-8 | 9-10 |
| No opportunity to observe | General capacity to communicate evidence of a scientific nature | Accurate, detailed, systematic and sound communication of process and or findings related to discipline | Portrays evidence, data and interpretation in convincing manner | Creates engaging, lively account of scientific process and or findings | Clever, persuasive communication of scientific materials, concepts, results |
| (13 of 17) Written Skills (what would be expected at an undergraduate level) | |||||
| 0 | 1-2 | 3-4 | 5-6 | 7-8 | 9-10 |
| No opportunity to observe | Competent level of written scientific material | Shows evidence of general and written competence in scientific applications and interpretations | Skilled, adept, presentation of scientific ideas and practices in writing | Record and interpretation of scientific publications and reports | Demonstrates unusual clarity and convincing style in scientific writing |
| (14 of 17) Oral Skills | |||||
| 0 | 1-2 | 3-4 | 5-6 | 7-8 | 9-10 |
| No opportunity to observe | Exhibits evidence of capacity to explain basic scientific concepts and related interests | Competent level of oral presentation of material of scientific detail and complexity | Shows insight and capacity to illustrate, compare, contrast and explain scientific material orally | Advanced, broad skills in oral presentation of scientific information and conclusions | Shows flair for convincing presentations of scientific information, numeric data and conclusions |
| (15 of 17) Computer Literacy Skills | |||||
| 0 | 1-2 | 3-4 | 5-6 | 7-8 | 9-10 |
| No opportunity to observe | Basic computer literacy related to scientific uses | Generally knowledgeable in computer & software application related to science usage | Competent in use of computer software and allied equipment and supplies | Advanced levels of computer usage | Shows creativity in scientific computer usage |
| (16 of 17) Currency in the relevant discipline (such as engaging in continuing education, science, literature, conferences) | |||||
| 0 | 1-2 | 3-4 | 5-6 | 7-8 | 9-10 |
| No opportunity to observe | Keeps up with events and themes at a general level within the discipline | General currency with focus on some specific areas of scientific debate, advance or problem solution | Takes part in scientific endeavour through literature searches, conference attendance or other intervention in related scientific disciplines | Systematic and thorough in engaging current themes in science writing, debate and issue identification | Can comment with advanced and grounded insight on issues, themes, controversies and advances in science |
| (17 of 17) Ethics and Human Relations | |||||
| 0 | 1-2 | 3-4 | 5-6 | 7-8 | 9-10 |
| No opportunity to observe | Basic understanding of ethical issues in laboratory practice | Exhibits consistent ethical practice in the discipline | Knowledge of current best practices and ethical applications in the discipline | Evidence of practice of good ethical standards | The application and integration of ethical principles in written and verbal communication |
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Updated September 26, 2023 by Digital & Web Operations, University Relations (web_services@athabascau.ca)