Departmental Assessment Update - Tropical Agriculture and Human Resources Report

Department: Plant and Environmental Protection Sciences
Program: Plant and Environmental Protection Sciences
Level: Undergraduate

1. List in detail your undergraduate Student Learning Outcomes (SLOs) for each degree/certificate offered.

SLOs are described in detail in PEPS Assessment Plant. In the current assessment period (2005), these are assessed by (1) evaluation of student performance as a result of the introductory course to the program, PEPS 210, as evidenced by comparison of scores received on a draft Case Study (week 10) and the final Case Study (week 15); and (2) by successful student completion of the final capstone course in the program, PEPS 495, as evidenced by satisfactory completion of the required written report.

2. Where are these SLOs published (e.g., department web page)?

a. PEPS Program Assessment Plan

b. Department web page

c. Course catalog

3. Explain how your SLOs map onto your curriculum, i.e., how does your curriculum produce the specific SLOs in your students?

a. Successful completion of required course work, including introductory course PEPS 210.

b. Successful completion of Capstone course, PEPS 495.

4. What specific methodologies were used to collect data? In developing your response, consider the following questions:

The population covered in this assessment is BS students in the introductory course PEPS 210, and majors completing the capstone course PEPS 495.

(1) PEPS 210 requires a case study on an environmental issue (Outline, Critique of Outline of another students outline, Draft, Final, and evaluation of case study presentation on the WebCT). 

By comparing the grades for the draft, on which the students received evaluations and suggestions for improvement, to the final case study score, we can determine if improvements occurred. In Fall of 2005, this evaluation covered 52 students and eliminates those who failed to submit either or both of the assignments. For the draft, the average score was 81.1 out of 100 (or a low B to C+). For the final case study grade, the average score was 93.5 out of 100 (high B to A minus), a substantial increase.

Data were collected at week 10 (Draft) and at the end of the course (Final) week 15.

Population: The students in PEPS come from NREM (7), PEPS (1), service students 75-80%, and students taking the course as an interesting elective (55-65%).

The students (52) in the evaluation are all the members of the class who did the assignment. One student was not included, as he did not submit a final case study). The final case studies and web presentations are maintained on file to serve as a portfolio of student accomplishment.

(2) In 2005-2006, performance of 2 students was assessed in PEPS Capstone, PEPS 495. This represents 50% of the population of PEPS majors during this period. Each student successfully completed PEPS 495, including production of a narrative detailing impact of the PEPS curriculum on the success of their capstone experience.

5. How were the assessment data/results used to inform decisions concerning the curriculum and administration of the program?

Improved performance by students in PEPS 210 indicated success of the early portion of our program, and no changes were instituted. Results were reviewed by instructional faculty.

Review of the narratives produced by the 2 students (representing 25% of the target population, and 100% of the solicited sample) completing PEPS Capstone (PEPS 495) by the Department Chair and Undergraduate Advisor indicated success in matching curricular requirements to SLOs needed for successful performance. No changes were instituted at this time.