Departmental Assessment Update - Tropical Agriculture and Human Resources Report

Department: Animal Sciences
Program: BS
Level: Undergraduate

1. Has your program developed learning outcomes? If yes, please list.

Students will:

1.    Know and understand the basic principles of applied animal biology.
2.    Understand the fundamental tenets of animal science disciplines including genetics, growth and development, meat science and muscle biology, comparative nutrition, feeds and feeding, anatomy, basic and environmental physiology, endocrinology and reproduction.
3.    Apply this knowledge to the basic understanding and application of appropriate husbandry best practices to animals of economic value.
4.    Read and be able to analyze scientific or technical papers critically.
5.    Communicate clearly both orally and in writing.
6.    Develop problem-solving skills for lifetime learning.
7.    Understand the importance of good citizenship in both personal and professional habits.
8.    Understand the scientific method and design of experiments to test hypotheses and as such experience the process of discovery.
9.    Explore the relationship between applied animal biology and society, including contemporary ethical issues raised by animal research, the use of animals by humans, and the role and impact of animal agriculture and applied animal biology on the planet.

2. If your program has learning outcomes, where are they published (e.g., department web page)?

Student learning objectives are provided on a course by course basis in the syllabus.

3. Do your faculty list course learning outcomes on their syllabi?

Student learning objectives are provided on a course by course basis in the syllabus.

4. Does your program have a curriculum map that links course outcomes to program outcomes? If so, please include.


1.    Applied animal biology starts with a strong background in the basic sciences including chemistry, physics and biology. The basic knowledge obtained is applied to animal biology throughout the courses offered in the department.
2.    Fundamental tenets of animal science disciplines provide the basic structure of the curriculum, with courses offered focusing on the different disciplinary areas.
3.    Knowledge is applied to husbandry practices in the livestock and aquaculture production courses, and in the internship course.
4.    In the senior year students are expected to read and analyze scientific papers (reproduction, meat science and muscle biology, etc.) and technical papers (production courses and internship).
5.    Written communication is emphasized in writing intensive courses offered at each level of the curriculum. Oral communication is learned throughout the curriculum in many courses which require oral presentations or other oral work. At this time the major does not have an “O” focus course, but is planning to develop such a course from the “Journal Clubs” which are currently offered in ANSC 499.
6.    Problem solving is learned throughout the curriculum. An example is the internship class, in which students develop their own learning objectives, actions to attain them, time-lines, and assessment.
7.    Good citizenship is learned in the general education core (global and multicultural perspectives), in the internship experience, and in extracurricular and service activities (e.g. Pre Vet Club). The ability to build effective interpersonal relationships is learned in many team products throughout the curriculum.
8.    The scientific method is learned in the required statistics class and through reading articles in peer-reviewed journals. The process of discovery is experienced in the many laboratories and projects within the curriculum.
9.    Issues and ethics are introduced at the 200 level through the course Humans, Animals and Agriculture, and explored in greater depth in the E focus course on Humans, Food and Animals: Ethics, Issues and Controversies.

5. Does your program benchmark or have goals for student performance? (e.g. 70% students will graduate within 5 years)


1.    Our program has a developed advising documents that outline courses of study that will enable students entering either as freshmen or transferring in with an AA degree to finish the BS within 4 years. Finishing within 4 years requires that students test into CHEM 161 in their first semester or take the full sequence of required CHEM courses as part of their AA degree.

2.    All prerequisite courses must be passed with a grade of C or higher.

3.    Students must have a GPA of at least 2.0 in the major.

4.    Advising is mandatory prior to registration for each semester so that each student’s goals and performance are tracked individually.

6. Other than GPA, what data/evidence is used to determine that graduates have achieved stated outcomes for the degree? (i.e. capstone project, class assignment)


1. Capstone course: A capstone course (ANSC 492 Internship) is required in the senior year and is offered in both the fall and spring semesters. The course is restricted to majors. A variety of assessment tools are used in this course. One class session is devoted to small group discussion by students of the extent to which the UH experience has contributed to their growth in ten critical competency areas. In their final reports at the end of the semester, students assess the Animal Science program, reflect on its value in preparing them for their internship experience, and make suggestions for change. This provides perceptual/attitudinal data from all graduating seniors. The open-ended structure of the questions results in a variety of responses and suggestions. The written report is followed by an exit interview which allows for clarification and follow-up on student comments. The faculty member in charge of the course compiles all the responses by themes, including specific course references, skill areas, comments on faculty teaching, strengths and weaknesses of the program, and suggestions for change.

2. Supervisor evaluation: All students in the ANSC 492 Internship course are evaluated by their supervisors in the work place.  The population covered is the same as in the capstone course. The performance indicators are provided to the supervisors by the faculty member in charge of the internship course and cover the general areas of work performance, professional relationships, professional role, and general overall evaluation. The faculty member in charge of the course compiles the data. Because many of the same supervisors are included every year, rolling averages can indicate change in performance over time.

3. CTAHR college graduating student survey. All students in the College of Tropical Agriculture and Human Resources are required to fill out a web-based survey at the time that they apply to graduate. The CTAHR Office of Academic Affairs conducts the survey and compiles the results. Survey results can be compared from year to year and with other departments in the College.

4. Success of applicants to veterinary schools. Faculty advisors keep track of students applying to veterinary and medical schools. (The CTAHR exit survey keeps track of those going to graduate school.) This data is important because students do not need to complete the BS degree to be accepted into professional schools, but such students are not drop-outs from the program. Success rates of our students can be compared to national averages.

7. Who interprets the evidence of student learning?

1. Department program assessment coordinator teaches the capstone internship course and interprets the data obtained from student evaluations of the program and from supervisor evaluations of student preparation.

2. The College Academic Affairs office compiles the data from the graduating student survey and provides it to the department.

3. The undergraduate advisors track individual student performance.

4. The department office and undergraduate advisors track student success after graduating. Recommendation letters provide an easy method of determining student applications to veterinary and graduate programs and whether they were successful.

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

1. Advising documents: Updated advising documents include a map that details how both incoming freshmen and transfer students (juniors) can fulfil the requirements of the program within four years, providing they are well-prepared for college level science courses. Developing this map led to adjustments in the course schedule to balance courses offered in the fall and spring semesters.

2. Prerequisite checking: Prerequisite checking was implemented in spring 2008. All course prerequisites were reviewed and clarified, and updated as appropriate. The discussion of prerequisite expectations has created better coordination among faculty. Better coordination and a requirement that prerequisites be passed with a C or higher should result in better prepared students.

3. Curriculum revision. The faculty are looking at the possibility of providing an O focus course within the department.

4. New positions. The department is recruiting an Assistant/Associate Specialist (Veterinarian) to strengthen the pre-veterinary advising program.

5. Office staff. The department has filled the three vacant clerical positions in the department office and will be able to provide better service to students and faculty.