Program: Plant & Environmental Protection Sci (BS)
Date: Wed Oct 28, 2009 - 3:19:07 pm
1) List your program's student learning outcomes (SLOs).
(1) students will demonstrate growth in the ability to analyze and communicate an environmental issue; (2) students will recognize and be able to explain the biology of at least 10 insect orders; (3) students will recognize and be able to describe biology and management methods for at least five significant plant pathogens in each category: fungi, viruses, bacteria, nematodes; (4) students will be able to describe the biology and damage of at least 5 invasive insects, pathogens, or plants (weeds), and explain the limitations and implications of control strategies; (5) students will be able to explain and provide examples of economic injury level and threshold based pest management options; (6) students will demonstrate ability to apply skills learned to a real world situation or employment experience and effectively describe the experience; (7) students will demonstrate the ability to clearly communicate the results of self analysis and critical thinking.
2) Where are your program's SLOs published?
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) Upload your program's current curriculum map(s) as a PDF.
- File (03/16/2020)
4) What percentage of courses have the course SLOs explicitly stated on the course syllabus, department website, or other publicly available document? (Check one)
5) State the SLO(s) that was Assessed, Targeted, or Studied
1. Student will demonstrate growth in the ability to analyze and communicate an environmental issue.
6. Student will demonstrate ability to apply skills learned to a "real world" situation or employment experience and effectively describe the experience (communication skills).
6) State the Assessment Question(s) and/or Goal(s) of Assessment Activity
We have developed two benchmarks to determine whether we are meeting the above SLOs with students at an introductory level in the program, and students in their final year of the program. We have identified these two SLOs as overall measures of program success, while our other SLOs are addressed by performance in individual courses.
Benchmark #1: 75% of PEPS 210 students will demonstrate a grade increase from first draft to final draft on PEPS 210 course case study. Benchmark #2: 80% of students completing PEPS 495 will describe program benefits and limitations, and make clear suggestions for program improvement in their Capstone report.
7) State the Type(s) of Evidence Gathered
1) PEPS 210 requires a case study on an environmental issue (Outline, Draft, Final, Presentation of their Case study on the WebCT and Evaluation of case study presentation of other students.)
(2) PEPS 495 requires a capstone report.
8) State How the Evidence was Interpreted, Evaluated, or Analyzed
(1) PEPS 210 case studies are analyzed by three co-instructors, and the undergraduate advisor. By comparing the grades for the draft, on which the students received evaluations and suggestions for improvement, to the final case study score, we can determine if improvements occurred. Results are communicated to the Department Chair, and to the instructional faculty via email and faculty meetings.
(2) PEPS 495 capstone reports are evaluated by the instructor, undergraduate advisor, and Department Chair, and results are communicated to instructional faculty by email and faculty meetings.
9) State How Many Pieces of Evidence Were Collected
(1) In PEPS 210, draft case study reports and final reports were collected for 52 students, for a total of 104 pieces of evidence. This represents 96% of the students in the class (2 students did not complete the assignment).
(2) Two PEPS 495 capstone reports were collected from students near graduation representing 25% of the student major population during this period.
10) Summarize the Actual Results
(1) For the PEPS 210 case studies, the first submission had an average of 81.3 or a low B while the revised case studies were rated as 92 or a low A. This is a 10.7 points improvement, demonstrating student growth.
(2) Both of the PEPS 495 capstone reports included full discussion of course found most helpful by the students in preparing them for their real-world experience. One student felt no improvements were needed in the program, while the other suggested that more hands-on laboratory experiences would be valuable.
11) Briefly Describe the Distribution and Discussion of Results
Results were discussed by the instructors, undergraduate advisor, and department chair, both by email and in person. Results were transmitted to faculty largely in faculty meetings.
12) Describe Conclusions and Discoveries
No major program changes were deemed necessary, based on student improvement with respect to the first benchmark, and student comments with respect to the second benchmark. Several faculty expressed a willingness to develop more hands-on experiences for their courses, and the Department Chair and one instructor worked with a graduate assistant throughout the summer to improve the department's insect teaching collection to enhance the classroom experience.
13) Use of Results/Program Modifications: State How the Program Used the Results --or-- Explain Planned Use of Results
As stated above, no major program changes were deemed necessary, based on student improvement with respect to the first benchmark, and student comments with respect to the second benchmark. Several faculty expressed a willingness to develop more hands-on experiences for their courses, and the Department Chair and one instructor worked with a graduate assistant throughout the summer to improve the department's insect teaching collection to enhance the classroom experience. We expect that continued assessment will help us to determine whether additional introductory courses are needed in the program, and to improve classroom experiences with respect to preparation for employment or graduate school.
14) Reflect on the Assessment Process
The procedures are considered adequate at this time, although we are always discussing possible improvements.