Program: Nutrition (PhD)
Degree: Doctorate
Date: Wed Sep 17, 2014 - 12:26:56 pm
1) Below are your program's student learning outcomes (SLOs). Please update as needed.
The PhD program in Nutrition is designed to prepare future leaders and innovators who can expand our knowledge about food and health, solve nutrition-related problems, propose effective nutrition policies, guide new product and service development, and be effective researchers, communicators and educators. To ensure that graduates are prepared for these roles, students will be expected to demonstrate:
- comprehensive understanding of core nutrition knowledge
- advanced scholarship in a specialty area (i.e. expertise in a least one overlapping biomedical discipline e.g. biochemistry, physiology, cell and molecular biology, food science/functional foods, epidemiology, biostatistics, medicine, etc)
- appropriate exposure to social and career-building disciplines (e.g. education, communications, information technology, technical writing, social sciences, etc)
- ability to conduct original scholarly research, develop skills in research methodologies and grant writing, understand research ethics, and effectively dissemination research findings via peer-reviewed publications, seminars and practical applications such as teaching.
2) Your program's SLOs are published as follows. Please update as needed.
Department Website URL: Student Handbook. URL, if available online: Information Sheet, Flyer, or Brochure URL, if available online: 
UHM Catalog. Page Number: 343 Course Syllabi. URL, if available online: Other: Other: 3) Select one option:
- File (03/16/2020)
4) For your program, the percentage of courses that have course SLOs explicitly stated on the syllabus, a website, or other publicly available document is as follows. Please update as needed.
0% 1-50% 51-80%
81-99% 100%5) Did your program engage in any program assessment activities between June 1, 2013 and September 30, 2014? (e.g., establishing/revising outcomes, aligning the curriculum to outcomes, collecting evidence, interpreting evidence, using results, revising the assessment plan, creating surveys or tests, etc.)
Yes No (skip to question 14)6) For the period between June 1, 2013 and September 30, 2014: State the assessment question(s) and/or assessment goals. Include the SLOs that were targeted, if applicable.
1. Develop assessment procedure and tools (rubric)
2. Evaluated program SLOs #1, 2, 4, 7
7) State the type(s) of evidence gathered to answer the assessment question and/or meet the assessment goals that were given in Question #6.
1. Qualifying exam
2. Comprehensive exam and dissertation proposal
8) State how many persons submitted evidence that was evaluated. If applicable, please include the sampling technique used.
1 qualifying examination
2 comprehensive examinations and dissertation proposals
9) Who interpreted or analyzed the evidence that was collected? (Check all that apply.)
Course instructor(s) Faculty committee Ad hoc faculty group Department chairperson Persons or organization outside the university Faculty advisor Advisors (in student support services) Students (graduate or undergraduate) Dean/Director Other: Assistant Graduate Chair/Assessment Coordinator10) How did they evaluate, analyze, or interpret the evidence? (Check all that apply.)
Used a rubric or scoring guide Scored exams/tests/quizzes Used professional judgment (no rubric or scoring guide used) Compiled survey results Used qualitative methods on interview, focus group, open-ended response data External organization/person analyzed data (e.g., external organization administered and scored the nursing licensing exam) Other: 11) For the assessment question(s) and/or assessment goal(s) stated in Question #6:
Summarize the actual results.
Since we only have results from 2 students we will not publish the results. Available upon request.
12) State how the program used the results or plans to use the results. Please be specific.
Faculty examined student qualifying examination result and were not satisfied with student performance on nutrition biochemistry. Faculty examined the curriculum and discovered that the main course covering this content is not offered every year. Even though there is an additional course covering the content offered in alternative years, the coverage is not sufficient. Faculty examined the content in this additional course to add further emphasis on nutrition biochemistry (e.g., additional readings, assignments and lectures explaining pathways and nutritient utilization in the body).
13) Beyond the results, were there additional conclusions or discoveries?
This can include insights about assessment procedures, teaching and learning, program aspects and so on.
We would like to explore using surveys to inquire on student's learning experiences to diagnose strengths and areas for improvement in our program.