Program: Animal Science (BS)
Date: Wed Oct 07, 2015 - 10:41:05 am
1) Institutional Learning Objectives (ILOs) and Program Student Learning Outcomes (SLOs)
1. Know and understand the basic principles of applied animal biology.
(1a. General education, 1b. Specialized study in an academic field)
2. Understand the fundamental tenets of animal science disciplines including genetics, growth and development, meat science and muscle biology, comparative nutrition, feeds and feeding, anatomy, basic and environmental physiology, endocrinology and reproduction.
(1a. General education, 1b. Specialized study in an academic field)
3. Apply this knowledge to the basic understanding and application of appropriate husbandry best practices to animals of economic value.
(1b. Specialized study in an academic field, 3c. Stewardship of the natural environment)
4. Read and be able to analyze scientific or technical papers critically.
(1a. General education, 1b. Specialized study in an academic field, 2a. Think critically and creatively, 2b. Conduct research, 2c. Communicate and report)
5. Communicate clearly both orally and in writing.
(1a. General education, 2c. Communicate and report)
6. Develop problem-solving skills for lifetime learning.
(1a. General education, 2a. Think critically and creatively, 3a. Continuous learning and personal growth)
7. Understand the importance of good citizenship in both personal and professional habits, including the ability to cooperate with others and team orientation.
(1a. General education, 3a. Continuous learning and personal growth, 3b. Respect for people and cultures, in particular Hawaiian culture, 3d. Civic participation)
8. Understand the scientific method and design of experiments to test hypotheses and as such experience the process of discovery.
(1a. General education, 1b. Specialized study in an academic field, 2a. Think critically and creatively, 2b. Conduct research)
9. Explore the relationship between applied animal biology and society, including contemporary ethical issues raised by animal research, animal welfare, the interactions of animals and humans, and the role and impact of animal agriculture and applied animal biology on the planet.
(1a. General education, 1b. Specialized study in an academic field, 1c. Understand Hawaiian culture and history, 2a. Think critically and creatively, 2b. Conduct research, 3a. Continuous learning and personal growth, 3b. Respect for people and cultures, in particular Hawaiian culture, 3c. Stewardship of the natural environment, 3d. Civic participation)
10. Recognize and use appropriate technologies, such as computer applications and laboratory methodologies.
(1a. General education, 1b. Specialized study in an academic field, 2b. Conduct research)
2) Your program's SLOs are published as follows. Please update as needed.
Student Handbook. URL, if available online:
Information Sheet, Flyer, or Brochure URL, if available online:
UHM Catalog. Page Number:
Course Syllabi. URL, if available online:
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.
1. The department and college went through program review. including completing a self study, review team visit, and receiving recommendations. The department is in the process of addressing recommendations.
2. Animal science faculty updated SLOs and the Curriculum Map.
3. Data was collected from senior internship supervisors.
4. Department is in the process of replacing a faculty member that left and hiring two new faculty.
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.
Supervisor data was collected on all 63 students in our required senior level course over 3 years. Rolling averages are used.
Data collected for the self study ranged from graduation rates to scholarships available.
The program review team held student meetings and reported results. All students were invited.
Program faculty reviewed the SLOs and Curriculum map and identified areas to work on in a facilitated faculty meeting.
Positions to hire were discussed in faculty meetings and then prioritized using surveymonkey.
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)
Other: Program review team
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.
Program review is available on the OVCAA web page.
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.
1. The program sees opportunities for growth (student numbers have doubled in the last 5 years) and is increasing recruiting activities.
2. The College has added professional advisors and the department is shifting focus to career mentoring.
3. The Department web page is being restructured and updated.
4. The Department prioritized faculty hires, and strongly supported the addition of 2 teaching assistants for the department teaching one of our bottleneck courses.
5. The Department is doing more mentoring of new faculty. We are asking faculty to report not just which SLOs are addressed in their courses, but also how the SLOs are addressed.
6. The Department notes the need for appropriate animal facilities for teaching and research, but in the meantime we are making do by working with cooperating commercial farmers.
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 also taking steps to grow and strengthen our graduate and research programs, which will in turn provide more opportunities for undergraduates to participate in research.
Updates from last year:
Student numbers in the program are up 149% over the last 5 years while faculty numbers are down. We are requesting filling of faculty positions. - Addressed - filling 2 new positions!
We have been focusing on removing bottlenecks so we can graduate these additional students on time. We are splitting the ANSC 301 Anatomy lab from the lecture so that we can offer more lab sections. We are consulting with MBBE regarding the MBBE 402L lab to see whether more sections can be offered to remove that bottleneck. - Addressed with 2 new TAs!