Program Purpose

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The B.S. in Cell Biology and Physiology will prepare students with a strong, broad background in the biological sciences with emphasis in cell biology and physiology so that they will be competitive in obtaining employment or furthering their education in professional or graduate school. The program will also give students an opportunity to work closely with a faculty mentor and will help them develop an understanding of the complexity and divine nature of the human body.

The purposes of this program are aligned with the mission and aims of BYU. It provides both breadth (religion, GE, mathematics, chemistry, physics, biology core) and depth (physiology, developmental biology) to give students an intellectually enlarging experience. Our courses teach critical thinking, problem solving, and communication skills that can be used throughout a life of learning. Our program helps to prepare students and make them competitive to enter the workforce or further their studies in graduate or professional schools. Through close interaction with faculty mentors, students can learn through precept and example the importance of the gospel of Jesus Christ, family life, character, and service.

Curricular Structure

Click here for catalog information about the major

 

Learning Outcomes

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Cell Biology Fundamentals

Apply key principles of cell biology toward evaluating and analyzing primary literature in the field. Be able to explain key concepts, including mechanisms by which cellular architecture and organization is developed and maintained and mechanisms by which cells undertake complex functions such as adhesion, polarity, signaling, division, motility, migration, and development.

Physiology Fundamentals

Apply key principles of physiology toward evaluating and analyzing primary literature in the field. Be able to explain key concepts, including mechanisms of maintenance of homeostasis by physiologic control systems, mechanisms of communication among cells and organs, properties that influence movement of substances across living membranes, and relationships of cell and organ structure to function. 

Supporting Disciplines

Explain key principles of supporting disciplines including molecular biology, evolutionary science, chemistry (general, organic, and biochemistry), and physics. 

Effective Writing and Analysis

Critically evaluate current scientific literature and write reports that synthesize and integrate data and hypotheses.

Laboratory Techniques

Demonstrate competency in carrying out standard laboratory techniques used in the discipline.

Evidence of Learning

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The Cell Biology and Physiology B.S. program uses the following tools for assessment: the standard university course evaluations (each semester), instructor assessment at the course level (exams, quizzes, homework, laboratory write-ups, etc.), student evaluation of their mentoring experience (each semester), faculty reporting (yearly) of student mentoring outcomes (professional meeting presentations, abstracts, publications), the ETS Major Field Test in Biology (senior year), a senior on-line survey, an exit interview with a faculty member, alumni surveys, and data relating to professional school acceptances and job placement. Secretarial staff updates the database with the above information at the end of each semester. Paper files for each student in the program are kept in the department office. Databases are stored using office computers. 

Direct Measures

1. Performance on ETS Biology Field Exam, with the goal for mean scores to remain above the 85th percentile (Learning Outcomes 1,2,3).
2. Scores on professional/graduate school admission tests (e.g., MCAT, DAT, GRE)(Learning Outcomes 1,2,3).
3. Performance on final project in Cell Biology (CELL 360)(Learning Outcome 1,2).
4. Performance on writing assignment in Developmental Biology (CELL 382)(Learning Outcome 4).
5. Performance in Undergraduate Research (CELL 295R), Advanced Undergraduate Research (CELL 495R), or elective advanced laboratory courses (Learning Outcomes 4,5).
6. Co-authorship on published papers and abstracts (Learning Outcomes 4,5).

Indirect Measures

1. Department Senior Survey (Learning Outcomes 6,7). 
2. Placement of students in professional or graduate schools or jobs (Learning Outcomes 1-5). 
3. Senior Exit Interview (Learning Outcomes 6,7). 
4. Alumni Surveys (Learning Outcomes 6,7). 
5. Reports from student internship providers (Learning Outcome 5).

Learning and Teaching Assessment and Improvement

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Data from direct and indirect measures will be funneled to the department secretary at the end of each semester by the Department Curriculum Committee. Various spreadsheets will then be updated with the current information. These spreadsheets will be maintained on the office computer in electronic form and will be printed out for review once each year. 

Each spring/summer term, the Department Curriculum Committee will evaluate the assessment databases for our program and courses in light of the program goals. When evidence exists that our program is not meeting its goals, the Committee will make recommendations to the faculty for improvement. This could involve a recommendation to modify the objectives or proposed learning outcomes for a given course. It could also involve a recommendation to modify the purpose, goals, or curriculum of the program. Any changes that require approval from the College and University will be presented to the College Curriculum Committee by our department representative for consideration up the line.