Unit: Human Nutrition, Food & Animal Sciences
Program: Food Science & Human Nutrition (BS)
Degree: Bachelor's
Date: Thu Oct 08, 2015 - 12:48:07 pm

1) Institutional Learning Objectives (ILOs) and Program Student Learning Outcomes (SLOs)

1. Know, apply and critically analyze and evaluate concepts related to the science of food and nutrition with a focus on humans.

(1b. Specialized study in an academic field)

2. Develop written & oral skills commensurate with the ability to summarize, evaluate, synthesize, and appropriately communicate scientific concepts to a variety of audiences.

(1a. General education, 2c. Communicate and report)

3. Acquire personal characteristics and leadership, management, and human relations skills appropriate to professional practice in careers related to food science and human nutrition.

(1a. General education, 2c. Communicate and report)

4. Recognizes and uses appropriate technologies, such as computer applications and/or food and nutrition laboratory methodologies.

(1b. Specialized study in an academic field, 2b. Conduct research)

5. Identifies and develops skills to gain successful admission into entry level careers or post-graduate education.

(1b. Specialized study in an academic field, 2b. Conduct research)

6. Develops problem-solving and critical thinking skills.

(1a. General education, 2a. Think critically and creatively, 2b. Conduct research)

7. Demonstrates participation in community service.

(3a. Continuous learning and personal growth, 3c. Stewardship of the natural environment, 3d. Civic participation)

8. Identifies community issues from local to global levels.

(1c. Understand Hawaiian culture and history, 3a. Continuous learning and personal growth, 3b. Respect for people and cultures, in particular Hawaiian culture)

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

Department Website URL: http://www.ctahr.hawaii.edu/hnfas/
Student Handbook. URL, if available online: http://cms.ctahr.hawaii.edu/ugstudies/Home/MajorHandbooks.aspx
Information Sheet, Flyer, or Brochure URL, if available online: http://manoa.hawaii.edu/ovcaa/programsheets/#ctahr
UHM Catalog. Page Number: http://www.catalog.hawaii.edu/schoolscolleges/ctahr/humannuti.htm
Course Syllabi. URL, if available online:
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.

On the FSHN SLOs curriculum map, we asked faculty how their course Introduced, Reinforced or Assessed Mastery of SLO #5: 5. Identifies and develops skills to gain successful admission into entry level careers or post-graduate education.             

We also surveyed current FSHn students and asked them how courses in the FSHN-Dietetics degree track addressed the Dietetics Knowledge Requirements.

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.

11 faculty provided responses to the FSHN SLO #5 question.

36 students provided responses to the Dietetics Knowledge Requirements survey.

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.

We found that FSHN SLO #5 had very broad interpretation among the faculty.  We plan to redefine SLO #5 this academic year so it is more specific and measurable.

We found that students selected many courses on the Dietetics Knowledge Requirements map that the faculty did not.  Also, several courses were selected by faculty, but were not selected by the students.  We will examine how courses meet the Dietetics Knowledge Requirements in the upcoming academic year.

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.

We have acknowledged that FSHN SLO #5 is not specific enough, and we intend to revise this SLO in the upcoming academic year. 

We have acknowledged that our course content needs further examination to ensure we are addressing the Dietetics Knowledge Requirements.  We intend to explore this in the upcoming academic year.

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.

Despite student desire to have a voice in the department, the response rate to the student survey was low (36/130 students).  It was administered late in the semester, which may have contributed to low response rates.

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

n.a.