Program: Developmental & Reproductive Biology (MS)
Date: Thu Oct 08, 2015 - 1:55:17 pm
1) Institutional Learning Objectives (ILOs) and Program Student Learning Outcomes (SLOs)
1) Below are your program's student learning outcomes (SLOs). Please update as needed.
Comprehensive discipline knowledge:
- Demonstrate comprehensive knowledge in Developmental and Reproductive Biology, including major concepts and techniques.
Discipline specific skills:
- Critically evaluate research data and theories in literature in Developmental and Reproductive Biology and those relevant to one’s research projects
- Orally discuss and present one’s research projects to peers/advisors.
- Interact professionally with peers/advisors in broader academic contexts.
2) Your program's SLOs are published as follows. Please update as needed.
Student Handbook. URL, if available online: http://www3.jabsom.hawaii.edu/Grad_DRB/students.html
Information Sheet, Flyer, or Brochure URL, if available online: http://www3.jabsom.hawaii.edu/Grad_DRB/students.html
UHM Catalog. Page Number:
Course Syllabi. URL, if available online: http://www3.jabsom.hawaii.edu/Grad_DRB/students.html
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?
No (skip to question 16)
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.)
Collect/evaluate student work/performance to determine SLO achievement
Collect/analyze student self-reports of SLO achievement via surveys, interviews, or focus groups
Use assessment results to make programmatic decisions (e.g., change course content or pedagogy, design new course, hiring)
Investigate curriculum coherence. This includes investigating how well courses address the SLOs, course sequencing and adequacy, the effect of pre-requisites on learning achievement.
Investigate other pressing issue related to student learning achievement for the program (explain in question 7)
7) Briefly explain the assessment activities that took place in the last 18 months.
Course-specific exams (DRB601, CMB621/622)
Study reports and presentations (DRB613/614)
Professional judgment of instructors/research supervisors (DRB695)
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)
Assignment/exam/paper completed as part of regular coursework and used for program-level assessment
Capstone work product (e.g., written project or non-thesis paper)
Exam created by an external organization (e.g., professional association for licensure)
Exit exam created by the program
IRB approval of research
Oral performance (oral defense, oral presentation, conference presentation)
Portfolio of student work
Publication or grant proposal
Qualifying exam or comprehensive exam for program-level assessment in addition to individual student evaluation (graduate level only)
Supervisor or employer evaluation of student performance outside the classroom (internship, clinical, practicum)
Thesis or dissertation used for program-level assessment in addition to individual student evaluation
Indirect evidence of student learning
Alumni survey that contains self-reports of SLO achievement
Employer meetings/discussions/survey/interview of student SLO achievement
Interviews or focus groups that contain self-reports of SLO achievement
Student reflective writing assignment (essay, journal entry, self-assessment) on their SLO achievement.
Student surveys that contain self-reports of SLO achievement
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)
Assessment-related such as assessment plan, SLOs, curriculum map, etc.
Program or course materials (syllabi, assignments, requirements, etc.)
9) State the number of students (or persons) who submitted evidence that was evaluated. If applicable, please include the sampling technique used.
1. Student survey was conducted for all registered students for the corresponding courses, including DRB graduate students as well as non-DRB students: DRB601 (5), DRB613 (5), DRB650 (10), ANAT603 (10), ANAT604 (10), ANAT607 (5)
2. Embedded exams were conducted for all registered students for the corresponding courses: DRB601 (5), DRB650 (10), ANAT603 (10), ANT604 (10), ANAT607 (5)
3. Oral performance: DRB650 (10)
4. Thesis (4)
5. Qualifying exam (4)
6. Faculty discussion (5; program committee members)
10) Who interpreted or analyzed the evidence that was collected? (Check all that apply.)
Ad hoc faculty group
Persons or organization outside the university
Advisors (in student support services)
Students (graduate or undergraduate)
11) How did they evaluate, analyze, or interpret the evidence? (Check all that apply.)
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)
12) Summarize the results of the assessment activities checked in question 6. For example, report the percent of students who achieved each SLO.
1. Student survey generally covers the four main questions: i) Gained a good understanding of factual materials and concepts in this field, ii) Lecturer’s oral presentation was clear and effective, iii) Lecturer’s slides were organized and helpful, and iv) Had sufficient background to follow the lecture. Generally, the students gave very positive response to the questions i), ii) and iii), as the averages were about 4.5-4.8 out of 5 (5 being the best) for all the course that were offered from the DRB program. In response to the question iv), on the other hand, was 4.2-4.5 out of 5. Even though we consider this high enough, it implies that some students may not have enough background to keep up with the fast pace of the courses.
2. Embedded exams tested whether the students gained sufficient knowledge and understanding that were presented during the courses. All the students passed all the exams.
3. Oral performances of the students were satisfactory based on the instructors’ professional judgment.
4. The student defended her thesis successfully.
5. All the students passed the qualifying exams.
6. The DRB program committee members meet in person roughly every other month to discuss the program.
13) What best describes how the program used the results? (Check all that apply.)
Course changes (course content, pedagogy, courses offered, new course, pre-requisites, requirements)
Personnel or resource allocation changes
Program policy changes (e.g., admissions requirements, student probation policies, common course evaluation form)
Students' out-of-course experience changes (advising, co-curricular experiences, program website, program handbook, brown-bag lunches, workshops)
Celebration of student success!
Results indicated no action needed because students met expectations
Use is pending (typical reasons: insufficient number of students in population, evidence not evaluated or interpreted yet, faculty discussions continue)
14) Please briefly describe how the program used the results.
Student survey, including any additional comments that were made by the students, will be used to improve the quality and contents of the courses for the next year. Embedded exam will be used to assess students learning with respect to course materials and instructors performance.
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.
We are planning to expand student survey. Currently, survey is mainly about the courses that the program offers. It is probably more informative if we have student survey/evaluation for, 1) Program overall, 2) Chair’s performance, 3) Usefulness of our website, 4) Orientation, 5) Administrative assistance, etc.
16) If the program did not engage in assessment activities, please explain.