Program: Microbiology (BA, BS)
Degree: Bachelor's
Date: Thu Oct 08, 2015 - 10:24:55 am
1) Institutional Learning Objectives (ILOs) and Program Student Learning Outcomes (SLOs)
1. The basic principles of microbiology and how they relate to organismal biology as a whole.
(1a. General education, 1c. Understand Hawaiian culture and history, 2b. Conduct research, 3c. Stewardship of the natural environment)
2. The tenets of microbiological disciplines such as diversity, ecology, physiology, genetics, virology, and immunology.
(1b. Specialized study in an academic field, 2b. Conduct research)
3. The ability to critically read and analyze literature in the field.
(1b. Specialized study in an academic field, 2a. Think critically and creatively, 2b. Conduct research, 2c. Communicate and report, 3a. Continuous learning and personal growth)
4. The ability to communicate clearly and effectively.
(1b. Specialized study in an academic field, 2a. Think critically and creatively, 2b. Conduct research, 2c. Communicate and report, 3b. Respect for people and cultures, in particular Hawaiian culture, 3c. Stewardship of the natural environment, 3d. Civic participation)
5. Development of problem-solving skills.
(2a. Think critically and creatively, 2b. Conduct research, 3b. Respect for people and cultures, in particular Hawaiian culture)
6. The ability to develop and test hypotheses in the process of discovery.
(1b. Specialized study in an academic field, 2a. Think critically and creatively, 2b. Conduct research)
7. The relationships between microbiology and society.
(1a. General education, 1b. Specialized study in an academic field, 1c. Understand Hawaiian culture and history, 3b. Respect for people and cultures, in particular Hawaiian culture, 3c. Stewardship of the natural environment, 3d. Civic participation)
2) Your program's SLOs are published as follows. Please update as needed.







3) Please review, add, replace, or delete the existing curriculum map.
- 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.





5) Did your program engage in any program learning assessment activities between June 1, 2014 and September 30, 2015?


6) What best describes the program-level learning assessment activities that took place for the period June 1, 2014 to September 30, 2015? (Check all that apply.)







7) Briefly explain the assessment activities that took place in the last 18 months.
The faculty met with the Assessment Office and developed a curriculum map.
8) What types of evidence did the program use as part of the assessment activities checked in question 6? (Check all that apply.)
Direct evidence of student learning (student work products)














Indirect evidence of student learning







Program evidence related to learning and assessment
(more applicable when the program focused on the use of results or assessment procedure/tools in this reporting period instead of data collection)




9) State the number of students (or persons) who submitted evidence that was evaluated. If applicable, please include the sampling technique used.
10) Who interpreted or analyzed the evidence that was collected? (Check all that apply.)










11) How did they evaluate, analyze, or interpret the evidence? (Check all that apply.)







12) Summarize the results of the assessment activities checked in question 6. For example, report the percent of students who achieved each SLO.
n/a
13) What best describes how the program used the results? (Check all that apply.)









14) Please briefly describe how the program used the results.
no results. We developed a curriculum map.
15) Beyond the results, were there additional conclusions or discoveries? This can include insights about assessment procedures, teaching and learning, and great achievements regarding program assessment in this reporting period.
Assessment of this depth and complexity requires a dedicated team based in each college. That team will facilitate and conduct assessment exercise with the faculty. Faculty have no experience in the type of exercises proposed and require 'professional help'. Thus, a specific team (or more than Yao and Monica!), equivalent to the advisors in Edmondosn Hall, would be trained to uniformaly apply specific assessment procedurs through the college, and ultimately the university.