Overview
Mission Statement
The mission of the Biomedical Sciences Graduate Program at Utah State University’s College of Veterinary Medicine is to train skilled and adaptable biomedical scientists prepared to advance health and medicine across species and systems. Through research training, intentional mentorship, coursework, and opportunities to develop as both independent investigators and effective collaborators, graduates will be equipped to address complex scientific challenges with integrity and a commitment to meaningful contributions.
Vision
The Biomedical Sciences Graduate Program at Utah State University’s College of Veterinary Medicine aspires to foster a welcoming and respectful environment that prepares biomedical researchers to advance health across species, ecosystems, and communities through innovative, ethical, and impactful science. This will be accomplished through a graduate program that emphasizes intentional mentorship, scientific rigor, professional development, and collaboration. Through meaningful contributions to foundational, translational, clinical, and population health research, our graduates will become trusted partners and valued contributors to biomedical innovation, education, and public service in Utah, the Intermountain West, and beyond.
Guiding Principles
In alignment with our mission and vision, the following guiding principles articulate the core values and commitments that shape the development, operation, and culture of our graduate program. They provide a foundation for decision-making, program growth, and student support, ensuring the program remains responsive, equitable, and impactful for students, faculty, and the broader biomedical research community.
The faculty are committed to preparing graduate students for success in a variety of biomedical science career paths. Our curriculum will provide opportunities for students to acquire the skills and knowledge necessary to engage in cutting-edge biomedical research, while also preparing students to meet the professional expectations of diverse employers. We will emphasize both academic rigor and the development of transferable skills to equip students for their future roles.
The faculty are dedicated to fostering a welcoming and respectful environment for all students, faculty, and staff, where every individual is valued, supported, and encouraged to reach their full potential. We will prioritize transparent and fair access to opportunities and resources, ensuring that all students can thrive academically, professionally, and personally. This culture will promote open, constructive dialogue, strong collegial relationships, and a spirit of collaboration, creating a foundation for meaningful academic engagement and professional connections.
The faculty will establish and uphold clear, transparent, and consistent guidelines for program requirements, academic expectations, student and advisor responsibilities, and evaluation processes. These standards will promote the highest levels of ethical conduct, academic rigor, and professionalism. Clear expectations will guide students in their academic journey and professional development while ensuring they meet the ethical and scholarly standards expected of biomedical researchers.
Mentorship is a core component of our program. The faculty will ensure that mentors are supported and equipped to foster the academic and professional growth of their students. We will create an environment that promotes intentional and supportive mentoring relationships, which are essential to both student success and well-being.
The program will provide students with opportunities to engage with both the scientific community and the broader public, supporting students in communicating their research effectively and connecting it to real-world applications. Through these experiences, students will develop their scientific communication skills and deepen their understanding of how their research can benefit society.
The college is committed to building a sustainable graduate program that responds to the evolving needs of the biomedical research community and our students. Through continual evaluation and improvement, the college will ensure the graduate program’s long-term success and growth, supporting both student and faculty advancement. The program will actively seek opportunities to secure resources that facilitate growth and embrace emerging advancements in research and graduate training.
Assessment Plan
The Biomedical Sciences Graduate Program uses multiple direct and indirect measures to assess student achievement of the Program Learning Outcomes (PLOs) and to evaluate overall program effectiveness.
The primary direct measure of student learning is the Annual Graduate Student Progress Report. Each year, faculty advisors evaluate students’ demonstrated performance on observable indicators aligned with each PLO using a developmental mastery rubric. Ratings are informed by relevant evidence accumulated during the evaluation period, including research activities and products, scholarly communication, professional interactions, leadership and mentoring activities, professional development, and other demonstrated competencies. Students complete a parallel self-assessment using the same PLO framework, providing complementary indirect evidence of perceived competency and professional development.
Additional direct measures will include PLO-aligned degree-specific milestone and culminating assessments, including thesis/dissertation proposal defenses, the PhD qualifying examination, graduate seminar presentations, written theses/dissertations, and final thesis/dissertation defenses. PLO-aligned rubrics will be used for appropriate milestone and culminating assessments.
Indirect measures will include student self-assessment, graduate exit surveys, alumni surveys, and employer feedback. Exit surveys will provide information about students’ experiences and perceived preparation at the time of graduation, while longitudinal alumni follow-up will provide additional perspective on the value and relevance of graduate training after graduates have entered subsequent education, training, or employment.
Student learning is evaluated relative to degree- and stage-appropriate expectations. All PLOs are assessed annually through the graduate student progress review. The Graduate Program Committee reviews assessment data annually and will conduct more comprehensive review of selected outcomes on a rotating multi-year cycle.
Annual Graduate Student Progress Report: MS Annual Graduate Student Progress Report: PhD
Outcomes Assessment Process
From program learning outcomes to documented improvement
Plan
Confirm Outcomes and Competencies
The eight degree-specific PLOs, approved by the VCLS faculty, define the knowledge, skills, professional behaviors, and developmental competencies expected of graduates.
Select Assessment Measures
Direct measures include faculty assessment of demonstrated PLO performance through the annual developmental mastery rubric and degree-specific milestone and culminating assessments. Indirect measures include annual student self-assessment, graduate exit surveys, alumni surveys, and other feedback measures.
Map Assessments to PLOs
Align each student-learning assessment measure with the PLO(s) it evaluates to ensure appropriate coverage of the program learning outcomes.
Measure
Collect Assessment Data
Assessment evidence is collected through annual graduate student progress reports, degree-specific milestone and culminating assessments, and program-effectiveness measures.
Validate and Analyze
Assessment data are reviewed for completeness, consistency, and alignment with approved measures. Student learning is evaluated relative to degree- and stage-appropriate mastery expectations, and program-level results are summarized to identify patterns, strengths, and areas for improvement.
Annual Reporting
Student-learning and program-effectiveness findings are summarized in the annual assessment report, reviewed by the Graduate Program Committee, and shared with faculty and administrators.
Act
Interpret and Prioritize
The Graduate Program Committee and OAP interpret assessment findings and identify strengths, areas for improvement, and priorities for action based on educational significance, the strength of available evidence, and available resources.
Act and Document
Programmatic actions are documented with a responsible owner, intended outcome, follow-up measure, and review date.
Close the Loop
Follow-up evidence is reviewed to determine whether the intended improvement occurred. An action is considered complete only after follow-up evidence has been evaluated.
Outcomes Data
Assessment data are collected from the Annual Graduate Student Progress Reports and supplemented by degree milestone and culminating assessments as they are implemented.
Student learning outcomes will be reported using the percentage of students meeting or exceeding the expected developmental mastery level for their degree and stage of training.
The program will also monitor broader indicators of graduate program effectiveness, including:
- Enrollment in the MS and PhD programs
- Retention and degree completion
- Time to degree
- Completion of required milestones within expected timeframes
- Scholarly publications and presentations
- Grants, fellowships, awards, and honors
- Leadership, mentoring, collaboration, and community science engagement activities
- Professional development and professional engagement activities
- Graduate exit survey results
- Employment or continued education following graduation
- Alumni career outcomes
- Alumni and employer feedback
Graduate career and alumni outcomes will be tracked when feasible at approximately 1, 3, and 5 years following degree completion. Exit survey data will be interpreted together with longitudinal alumni feedback, recognizing that graduates’ perspectives on their training and professional preparation may evolve after they leave the program.
Because the revised assessment framework is being implemented beginning in Academic Year 2026–2027 and current cohorts are small, program-level student learning data will be added as sufficient data become available. Multi-year aggregate data may be reported when appropriate to support meaningful interpretation and protect student confidentiality.
Data-Informed Decisions
Assessment findings are reviewed by the Graduate Program Committee to identify program strengths, areas requiring additional attention, and opportunities for continuous improvement.
When assessment findings indicate that a programmatic change is warranted, the Graduate Program Committee will document the identified concern, planned action, responsible party, intended outcome, follow-up measure, and timeframe for reassessment.
Subsequent assessment data will be reviewed to determine whether implemented changes produced the intended improvement. Examples of data-informed program improvements will be reported as sufficient assessment cycles are completed.
Learning Outcomes
The Biomedical Sciences Graduate Program has established eight Program Learning Outcomes describing the knowledge, research abilities, professional competencies, and developmental skills expected of graduates. The MS and PhD programs share the same broad outcome domains while establishing degree-appropriate expectations for the level of independence, expertise, leadership, and scholarly contribution expected at graduation.
Upon completion of the graduate program, students will be able to:
| Outcome | MS Learning Outcomes | PhD Learning Outcomes |
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Demonstrate a foundational understanding of concepts within a chosen discipline and familiarity with emerging concepts in their area of study. With guidance, apply this knowledge to identify key questions and address research problems within their field. | Demonstrate a broad-based and cross-disciplinary understanding of foundational and emerging knowledge within their field, along with detailed expertise in a specific research area. Critically assess knowledge gaps, conflicts, limitations, and challenges within their research area to develop and refine testable hypotheses. |
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With guidance, execute and interpret research projects using established methodologies and techniques relevant to their discipline. Apply appropriate data analysis skills and adhere to research ethics and safety standards to contribute to the understanding of a defined research question. | Demonstrate expertise in designing, conducting, and critically interpreting hypothesis-driven research using appropriate established and advanced methodologies and techniques relevant to their field. Further, demonstrate expertise in troubleshooting and technical execution to contribute original knowledge to their field, while adhering to research ethics and safety standards. |
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Apply, model, and uphold ethics and integrity in all aspects of research practice, professional conduct, and mentorship, including data management, publication, peer review, authorship, and the ethical treatment of human and animal subjects. Identify, evaluate, and address ethical challenges in research and academic environments. | |
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Effectively communicate scientific ideas, research findings, and their implications through oral, written (reports and publications), and visual formats. Adapt communication style for varied audiences, including scientific peers and non-expert groups. Demonstrate effective listening skills and engage in constructive scientific dialogue. | Effectively communicate complex scientific concepts, research findings, and their implications through oral, written (including publications and grant proposals), and visual formats. Tailor communication for a range of audiences, including the scientific community, interdisciplinary collaborators, and the public. Demonstrate strong listening skills and engage in constructive, critical scientific dialogue. |
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Demonstrate professionalism by adhering to accepted standards within the workplace and relevant professional contexts. Understand applicable rules, manage conflicts of interest, and collaborate effectively with others. Engage respectfully with peers, mentors, and collaborators in professional settings, fostering a positive, supportive environment. | Demonstrate professionalism by adhering to accepted standards within the workplace and relevant professional contexts. Manage conflicts of interest, uphold ethical principles, and contribute to the advancement of the field through public service, peer review, and interdisciplinary collaborations. Engage respectfully with peers, mentors, and collaborators, and foster a positive and supportive professional environment through leadership and mentorship. |
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Demonstrate foundational leadership and collaboration skills by contributing to team-based efforts, managing responsibilities effectively, and supporting shared research objectives. Understand how to set expectations and goals within a team, give and receive constructive feedback, engage in collaborative problem-solving, and apply basic conflict management strategies. Foster a positive team environment that values varied perspectives. | Demonstrate leadership, management, and collaboration skills by leading research projects, setting expectations and goals, managing project resources, and facilitating effective teamwork. Demonstrate competencies in conflict resolution, mentoring, giving and receiving constructive feedback, and building resilient teams. Pursue leadership opportunities within institutional, regional, and national professional communities to contribute to the advancement of their field. |
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Demonstrate awareness of a range of career pathways and engage in continuous learning and skill development through professional development activities such as workshops, training, and networking. Identify personal strengths, interests, and areas for growth. Build a professional network and demonstrate the ability to explore career options, research potential employers, and effectively communicate qualifications for numerous professional roles. | Demonstrate awareness of varied career pathways and actively engage in strategic, ongoing professional development. Maintain a commitment to continuous learning and skill acquisition aligned with long-term professional goals. Identify and reflect on personal strengths, values, and areas for growth. Build and maintain a broad professional network and pursue opportunities that enhance career readiness. Articulate a professional identity and career plan informed by an understanding of career options, employer expectations, and personal aspirations. |
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Value personal well-being and self-confidence while effectively managing time and stress. Exhibit positive thinking styles, resilience, and the ability to seek support when needed. Engage with the community to enhance personal and professional growth. | Exhibit emotional resilience and self-awareness in balancing career aspirations with personal well-being. Effectively manage time, stress, and work-life balance while seeking support when needed. Demonstrate positive thinking styles, confidence, and perseverance in achieving long-term goals. Engage with the community to enhance personal and professional growth. |