Program: Entomology (MS)
Date: Wed Nov 04, 2015 - 11:43:14 am
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.
1. Acquire and demonstrate competency/skills as a biologist.
2. Acquire and demonstrate entomological knowledge necessary for professional success.
3. Acquire and demonstrate communication and literacy skills.
2) Your program's SLOs are published as follows. Please update as needed.
Student Handbook. URL, if available online: http://www.catalog.hawaii.edu/courses/departments/peps.htm
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.
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.
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.
Five MS students reponded. Their publications and presentations during the past year are presented below:
Presentations at meetings:
Bhandari B. P. and Cheng Z., Trunk injection of systemic insecticides, a viable approach to manage stem and leaf gall wasps, Josephiella species (Agaonidae, Hymenoptera) on Ficus microcarpa in Hawaii, oral presentation CTAHR research symposium, April 10-11, 2015. Honolulu, Hawaii.
Bhandari B. P. and Cheng Z., Trunk Injection of Systemic Insecticides to control stem and leaf gall wasps, Josephiella species (Agaonidae, Hymenoptera) on Ficus microcarpa in Hawaii, oral presentation at XVI Pacific Entomology Conference, April 1-3, 2015. Honolulu, Hawaii
Cheng Z. and Bhandari. B. P., Research updates on management of Brachymyrmex spp and lobate lac scale, two challenging pests of Hawaii’s turf grass and landscape plants, respectively. Oral presentation at XVI Pacific Entomology Conference, April 1-3, 2015. Honolulu, Hawaii
Ocenar, J. & Spafford, H. (2015) Beyond Bugs: Teaching Preschoolers about Insects. Pacific Branch meeting of the Entomological Society of America, Coeur d’Alene, ID, 15 Apr 2015, invited oral presentation.
Zhang, Z. (2015) Busy bees: observing forager traffic to understand honeybee colony dynamics in Hawaii. Pacific Entomology Conference, March. 2015
ESA Poster 2013- Field screening of tomato varieties resistant to tomato yellow leaf curl virus and tomato spotted wilt virus in Hawaii. ; ;
Field screening of tomato varieties resistant to Tomato Spotted
Wilt Virus and Tomato Yellow Leaf Curl Virus in Hawaii
; ; ; ; ;
Bhandari B. P., & Cheng, Z., (2015). Trunk injection of systemic insecticides to control stem and leaf gall wasps, Josephiella species, on Chinese banyan, Ficus microcarpa, in Hawaii. Florida Entomologist (Submitted and under review)
Bhandari, B. P., & Cheng, Z., (2015). Lobate lac scale, Paratachardina pseudolobata Kundo and Gullan, in Hawaii’s urban landscape: hosts and management. International Journal of Tropical Insect Science (Submitted and under review)
Cheng, Z., & Bhandari, B. P. (2015). Biology, Management, and Updated Host Range of the Lobate Lac Scale (Paratachardina pseudolobata) in Hawaii’s Urban Landscapes, CTAHR, University of Hawaii at Manoa. (http://www.ctahr.hawaii.edu/oc/freepubs/pdf/IP-34.pdf)
Cheng, Z., & Bhandari, B. P., Paratachardina pseudolobata, invasive insect pest invades Oahu’s urban landscape, Hawaii Landscape, March/April 2015 issue, Landscape Industry Council of Hawaii. Pg. 16-17.
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)