Departmental Assessment Update - Tropical Agriculture and Human Resources Report

Department: Plant & Environmental Biotechnology
Program: BS
Level: Undergraduate

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

         To provide training leading to biotechnology literacy.          To provide training in the emerging scientific concepts that define biotechnology.          To ensure that students will be able to work as members of interdisciplinary teams.

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

         UHM catalog

         Department web page.

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

         Regarding biotechnology literacy, we require a substantial background in chemistry and biology (3 courses in each subject).  With this background, biotechnology is taught in our 304 and 401 courses and is learned in our mandatory senior thesis research in program faculty laboratories.

         Regarding training in concepts that define biotechnology, the immediately preceding statement as well as upper division biology electives help students become literate in biotechnology.

         Regarding working in interdisciplinary teams, all faculty teach the “people” aspects of CTAHR Critical Skills.  These include written communication, oral communication, personal characteristics, human relations skills, and leadership skills.  These are reinforced by students working in their research laboratories as parts of international teams.

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

         Interviews of students during twice a year advising.

         Exit interview of graduating students and the program coordinator.  Where students will go after graduation.

         CTAHR Student Research Symposium presentation scores given by faculty judges chosen so as not to have conflicts of interest.

         Awards and scholarships won by students and publications including students.

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

         Specializations in environmental and microbial, plant, general, insect and pathogen, and aquaculture and animal biotechnologies were considered less important by students than the courses they all took.  Hence, there was added flexibility in electives recommended.

         Some mentors did better than others.  Students are especially directed to some mentors who do a better job.

         Recommendations for electives have been influenced by what students do after graduation, medical school, graduate school in forensics, graduate school in molecular biology, biotechnology aide in the U.S. Senate (for Senator Daniel Akaka), graduate school for a science teacher certification, and so on.

6. Has the program developed learning outcomes? Please indicate yes or no.

         Yes.

7. Has the program published learning outcomes? Please indicate yes or no.

         Yes.

8. If so, please indicate how the program has published learning outcomes.

         In departmental web page, www.ctahr.hawaii.edu.

         In the UHM catalog.

9. What evidence is used to determine achievement of student learning outcomes?

         Favorable placement of students following graduation.

         CTAHR Student Research Symposium presentation scores given by faculty judges chosen so as not to have conflicts of interest.  Raw judging scores are recorded and used.

         Awards and scholarships won by students and publications including students.

10. Who interprets the evidence?

         The program coordinator.

11. What is the process of interpreting the evidence?

         Subjective.

12. Indicate the date of last program review.

         February 2006.  A Manoa faculty review committee is following through at present.  We have been told that the review is more positive than anyone ever seen before.