Natural Sciences

Assessing Written Communication Skills across Food Science Courses with a Common Rubric

The Food Science and Human Nutrition (FSHN) Undergraduate program has established an ad-hoc committee to assess written communication …

Mapping the Earth Science Undergraduate Curriculum: Assessment of Student Learning Outcomes

Undergraduate student enrollment in the Earth Sciences Department at the University of Hawaiʻi at Mānoa has grown significantly …

Assessing Cooperative Work in Life sciences Research

Since 2020 the University of Hawaii, Manoa School of Life Sciences has developed curriculum and assessment for all …

Assessing UH-West O’ahu Provisional Accreditation of the BS-Natural Sciences Program through Faculty Engagement and Rubric Analysis: Findings and Challenges

This assessment project describes how the Mathematics, Natural and Health Sciences Division faculty at the University of Hawai’i …

Kukui Nut Calorimetry, Place-Based Learning in General Chemistry Lab at the University of Hawaii at Manoa

This poster will describe a systematic approach to increase knowledge and build capacity among college-level assessment leaders for …

Automation of Student Learning Assessment for the Accreditation Board for Engineering and Technology (ABET)

The MS program in the Ocean and Resources Engineering Department (ORE) is certified by the Accreditation Board for …

Life Sciences Uniting in Assessing Student Writing

Student learning outcome (SLO) statements made by an educational program serve as targets for achievement and openly communicate …

Establishing an Assessment Plan for the Undergraduate Molecular and Cell Biology Curriculum to Achieve Program Permanence at UHM

This project establishes a programmatic assessment plan for the Bachelors of Science program in Molecular and Cell Biology …

Curricular Assessment for Improved Sequenced Learning

Many students find sequenced courses to be challenging due to prerequisite knowledge being the starting point in each …

The Marine Biology Graduate Program has established an ad-hoc committee to review existing protocols of the comprehensive exam and is collating the most effective elements and best practices from each of academic units across the program. This committee will make recommendations to the MBGP faculty at large for discussion, consideration, and ultimately implementation.

Revising the oral comprehensive exam in the UHM Marine Biology Graduate Program

The Marine Biology Graduate Program has established an ad-hoc committee to review existing protocols of the comprehensive exam …

A successful Animal Science program produces graduates that are well-prepared to assume professional roles in the work force or to continue into post-graduate programs. This preparation requires skills and competencies as well as knowledge. Among others, CTAHR Skills and Competencies include analytical/problem solving skills, personal characteristics, human relations skills, and leadership skills. Animal Science Student Learning Outcomes include applying knowledge to appropriate husbandry, developing problem-solving skills for lifetime learning, good citizenship in both personal and professional habits, and exploring the relationship between applied animal biology and society. In their final year, Animal Science students complete a required internship in an area of interest. Supervisor evaluations of these internships provide feedback on the skills and preparation of our students. Supervisors evaluate students in the areas of work performance, professional relationships, professional role, and general/overall. Mean scores for 59 students over the last five years ranged from 86% to 96% with an overall mean of 92%. The only score that was significantly different from the overall mean was 86% for “Initiative to identify needs and proposed solutions.” This appears to be related to a lack of student confidence in their abilities. Of particular interest are the score of 95% for “Would employ student in the future if an opportunity developed,” and the number of students (currently 33%) that end their internships with an offer of employment. Supervisor evaluations provide an objective assessment of student skills and competencies and preparation for a professional role and indicate that Animal Science students are generally well-prepared.

Using Internship Supervisor Evaluations for Program Assessment

A successful Animal Science program produces graduates that are well-prepared to assume professional roles in the work force …

The Department of Botany faculty members have completed the initial steps of developing a program assessment plan for our three undergraduate degrees: BA, Botany; BS, Botany; and BS, Ethnobotany. We first devised explicit and realistic Student Learning Outcomes (SLOs) for all students completing any of our degrees. We then considered the extent to which our existing classes addressed individual SLOs and scored each class for each SLO in one of 5 overlapping categories: 1) does not address SLO; 2) provides introductory material that relates to SLO; 3) provides learning material that reinforces a subject; 4) provides students with the opportunity to master a subject; and/or 5) provides an assessment of student performance. This scoring process resulted in a curriculum map for each degree. The entire process has caused us to consider revising some courses, eliminating some courses, and designing some entirely new courses. The next step is to develop and implement tools for assessing the success of achieving programmatic learning outcomes.

Program Assessment – Department of Botany

The Department of Botany faculty members have completed the initial steps of developing a program assessment plan for …

Two departments have begun the process of merging undergraduate programs to address a number of challenges faced by their separate programs. The combined curriculum committees have agreed to start the process with the SLO's and structure the rest of the curriculum around these. The aim of the process is to have an assessment plan integrated during the redesign of these programs. The initial steps in the journey have been taken and lessons learned will be presented.

Designing a new program from the SLO up

Two departments have begun the process of merging undergraduate programs to address a number of challenges faced by …

Assessment efforts at the University of Hawaiʻi at Mānoa strive to help departments meet learning objectives the departments have set for themselves. As part of these efforts, departments have designed Program Learning Outcome (PLOs) for the departments as a whole, and individual faculty members have established Student Learning Outcome (SLOs) for the classes they teach; the SLOs are coordinated with the PLOs. Collecting data to assess how well the SLOs and PLOs are met has proven problematic though, in large part because the data collection effort is widely viewed as an additional workload increase for faculty, who are already stretched thin with research, teaching, administrative, and community service responsibilities. Unsurprisingly, many faculty are inclined to collect and provide small amounts of data. If the data are too meager, however, then an assessment that is both useful and fair is not possible. To deal with this, the Department of Geology and Geophysics is asking individual faculty members to provide a subset of data they regularly collect anyway as a normal part of the their grading procedures; in this sense no new data are required. In one-on-one meetings with the department’s assessment coordinator, instructors identify a suite of student responses (e.g., particular exam questions, particular laboratory assignments, parts of writing assignments, etc.) that would be appropriate and sufficiently comprehensive to assess how well the course is meeting its SLOs. The initial feedback has been that this approach is reasonable in terms of the time required and is perceived as fair.

A time-effective and fair way to collect assessment data

Assessment efforts at the University of Hawaiʻi at Mānoa strive to help departments meet learning objectives the departments …

This poster describes strategies to build faculty capacity in curriculum design and alignment and ways to plant the seeds for faculty collaboration and engagement in program assessment within the newly formed Astronomy BA & Astrophysics BS program in an effort to address the challenge of the difficulty students face in engaging faculty in discussion and planning of teaching and learning due to the nature of the program schedule. This poster provides personal insights and observed impact from efforts to effect change. In addition to providing examples in skill mapping, writing rubrics, curriculum alignment, and course deisgn, effective ways to engage willing faculty in using course assignments to investigate progress towards key student learning objectivese are also outlined.

Engaging science faculty in program assessment – planting seeds and cultivating growth

This poster describes strategies to build faculty capacity in curriculum design and alignment and ways to plant the …

In this poster, assessment activities in Natural Resources and Environmental management (NREM) were designed to address three critical questions: (1) Are NREM graduate degree program student learning outcomes (SLOs) still appropriate?; (2) Do current core departmental graduate courses adequately address graduate degree program SLOs?; and (3) If current core and elective courses do not adequately cover the existing SLOs, how can they be modified to do so? The NREM Curriculum Committee gathered answers through multiple, collaborative activities inclusive of both graduate students and faculty. In total, the assessment process and implementation included input collected during departmental faculty meetings, faculty and student meetings, collaborative Google documents, faculty workshops, and departmental retreats. This poster describes the concrete strategies and steps through which facilitated collaboration occurred over key milestones of the overall program assessment process. This poster summarizes challenges encountered, such as engaging instructional, research and extension faculty from Oahu and neighbor islands and outlines success strategies and suggestions for other programs to utilize a facilitated collaborative process to move program assessment forward.

A Collaborative Assessment Process for Sustained Curriculum Improvement in Natural Resources and Environmental Management

In this poster, assessment activities in Natural Resources and Environmental management (NREM) were designed to address three critical …

For the BS in Animal Sciences supervisor evaluations from the capstone field experience provide a valuable external check on student achievement of learning objectives. A summary of five years of evaluations of ethical behavior and oral and written communication confirms student success.

Using Field Supervisor Evaluations for Assessment

For the BS in Animal Sciences supervisor evaluations from the capstone field experience provide a valuable external check …