Degree Program Assessment Reports : View Reports

Unit: Molecular Biosciences & Biosystems Engineering
Program: Biological Engineering (MS)
Degree: Master's
Date: Fri Dec 01, 2017 - 9:57:03 am

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

1. The graduate has the ability to design a system, component, or process in which biology plays a significant role.

(1. Demonstrate comprehensive knowledge in one or more general subject areas related to, but not confined to, a specific area of interest., 2. Demonstrate understanding of research methodology and techniques specific to one’s field of study., 3. Apply research methodology and/or scholarly inquiry techniques specific to one’s field of study., 4. Critically analyze, synthesize, and utilize information and data related to one’s field of study., 5. Proficiently communicate and disseminate information in a manner relevant to the field and intended audience., 6. Conduct research or projects as a responsible and ethical professional, including consideration of and respect for other cultural perspectives., 7. Interact professionally with others.)

2. The graduate has the ability to design and conduct experiments to gather information for engineering designs.

3. The graduate has the ability to use modern engineering techniques, skills, and tools to define, formulate, and solve engineering problems.

4. The graduate has the ability to communicate effectively to a technical audience from diverse areas of expertise.

5. The graduate has the ability to apply sustainability concepts in engineering design, processes and products.

6. The graduate recognizes the need to engage in life-long learning through participation in professional conferences, workshops, and courses, and by reading and writing in the relevant literature.

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

Department Website URL: http://www.ctahr.hawaii.edu/mbbe/

Student Handbook. URL, if available online: https://cms.ctahr.hawaii.edu/mbbe/Graduate/MSBE.aspx

Information Sheet, Flyer, or Brochure URL, if available online: https://cms.ctahr.hawaii.edu/mbbe/Graduate/MSBE.aspx

UHM Catalog. Page Number: 346

Course Syllabi. URL, if available online: https://cms.ctahr.hawaii.edu/mbbe/Courses/BECourses.aspx

Other:

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

Curriculum Map File(s) from 2017:

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.

1-50%

51-80%

81-99%

100%

5) Did your program engage in any program learning assessment activities between June 1, 2015 and October 31, 2017?

Yes

No (skip to question 16)

6) What best describes the program-level learning assessment activities that took place for the period June 1, 2015 to October 31, 2017? (Check all that apply.)

SKIP

7) Briefly explain the assessment activities that took place in the last 28 months.

8) What types of evidence did the program use as part of the assessment activities checked in question 6? (Check all that apply.)

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

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

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.

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.

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.

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.

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

BE MS program is relatively small garduate program with only 5 faculty members. Our student numbers are just 4 to 5. Thus, due to limited numbers of stduents, we did not engage in assessment activities. We are in discussion within the depart whether to merge with the MBBE graduate program.