Unit: Oceanography
Program: Oceanography (MS)
Degree: Master's
Date: Tue Sep 29, 2015 - 1:40:16 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.

Upon completion of the Masters program in Oceanography, students will be able to:

- Define, explain and summarize the basic principles of Oceanography, including the basic tenets of the sub-disciplines, and to explain complex phenomena in their own subdiscipline

- Evaluate the hypotheses, methods, results and conclusions of published scientific literature and apply conclusions to their own work

- Present and defend their scientific findings in front of public audiences

- Write a scientific thesis which contributes to the field

2) Your program's SLOs are published as follows. Please update as needed.

Department Website URL: www.soest.hawaii.edu/oceanography/SLO.pdf
Student Handbook. URL, if available online: www.soest.hawaii.edu/oceanography/GradHandbook15.pdf
Information Sheet, Flyer, or Brochure URL, if available online:
UHM Catalog. Page Number:
Course Syllabi. URL, if available online: www.soest.hawaii.edu/oceanography/courses.html
Other:
Other:

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

Curriculum Map File(s) from 2015:

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 learning assessment activities between June 1, 2014 and September 30, 2015?

Yes
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.)

Create/modify/discuss program learning assessment procedures (e.g., SLOs, curriculum map, mechanism to collect student work, rubric, survey)
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)
Other:

7) Briefly explain the assessment activities that took place in the last 18 months.

Effectve September 2015, the annual required Division Symposiums (presentations given by the graduate students) will now be evaluated by the audience using the same form and rubric. In past years, the presentations were evaluated by separate forms and rubrics.

Exit interviews continue to be conducted for every graduate student that graduates from our program.

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)


Artistic exhibition/performance
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
Other 1:
Other 2:

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
Other 1:
Other 2:

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.)
Other 1:
Other 2:

9) State the number of students (or persons) who submitted evidence that was evaluated. If applicable, please include the sampling technique used.

4 students graduated with M.S. degrees in Oceanography during June 2014 through September 2015.
Exit interviews were conducted for all of them.

12 students gave a formal annual presentation at the POGS Symposium in September 2015, and were evaluated under the new form and rubric. 

 

10) 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:

11) 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:

12) Summarize the results of the assessment activities checked in question 6. For example, report the percent of students who achieved each SLO.

All graduating students met all program SLOs, as required by the departmental Degree Requirements.

13) What best describes how the program used the results? (Check all that apply.)

Assessment procedure changes (SLOs, curriculum map, rubrics, evidence collected, sampling, communications with faculty, etc.)
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)
Other:

14) Please briefly describe how the program used the results.

Effective August 2015, the Department changed the course requirements of the Physical Oceanography students so they are similar to the requirements of the other Divisions. This change was based on responses from the students as well as faculty from the Physical Oceanography Division.

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.

Program SLO assessment at the graduate level has been an integral part of the Department's degree program since its formation, and continues to work well. After assessing the progress toward degree completion, the Department now encourages students to request to waive UH courses that are equivalent to courses they've already completed from other Universities. This has been a change implemented from two years ago, and the Department has yet to assess if this has been improving the progress toward degree completion.

16) If the program did not engage in assessment activities, please explain.