Unit: Oceanography
Program: Global Environmental Science (BS)
Degree: Bachelor's
Date: Fri Jun 15, 2018 - 2:54:38 pm

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

1. Define and explain the basic principles and concepts of chemistry, physics,biology, calculus, geology, geophysics, meteorology, and oceanography.

(1a. General education, 3c. Stewardship of the natural environment)

2. Apply their understanding of the fundamentals of science and mathematics tothe description and quantification of the interactions of the atmosphere,hydrosphere, lithosphere, and biosphere, including humans.

(1a. General education, 1b. Specialized study in an academic field, 3c. Stewardship of the natural environment)

3. Employ the scientific approach to problem solving, and hypothesis formationand testing.

(1b. Specialized study in an academic field, 2a. Think critically and creatively, 3c. Stewardship of the natural environment)

4. Conduct scientific research, and analyze and evaluate results.

(1b. Specialized study in an academic field, 2a. Think critically and creatively, 2b. Conduct research, 3c. Stewardship of the natural environment)

5. Demonstrate information literacy by collection and evaluation of scientificliterature.

(2a. Think critically and creatively)

6. Express themselves clearly and concisely in written form.

(2c. Communicate and report, 3a. Continuous learning and personal growth)

7. Demonstrate skilled delivery of well organized informal and formal oralpresentations

(2c. Communicate and report, 3a. Continuous learning and personal growth, 3d. Civic participation)

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

Department Website URL: http://www.soest.hawaii.edu/oceanography/GES/
Student Handbook. URL, if available online:
Information Sheet, Flyer, or Brochure URL, if available online: http://www.soest.hawaii.edu/oceanography/GES/ges-flyer-2018.pdf
UHM Catalog. Page Number: http://www.catalog.hawaii.edu/schoolscolleges/soest/ges.htm
Course Syllabi. URL, if available online: http://www.soest.hawaii.edu/oceanography/courses.html
Other: In program office (MSB 205)
Other:

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

Curriculum Map File(s) from 2018:

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) Does the program have learning achievement results for its program SLOs? (Example of achievement results: "80% of students met expectations on SLO 1.")(check one):

No
Yes, on some(1-50%) of the program SLOs
Yes, on most(51-99%) of the program SLOs
Yes, on all(100%) of the program SLOs

6) Did your program engage in any program learning assessment activities between June 1, 2015 and October 31, 2018?

Yes
No (skip to question 17)

7) What best describes the program-level learning assessment activities that took place for the period June 1, 2015 to October 31, 2018? (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)
No (skip to question 17)
Investigate other pressing issue related to student learning achievement for the program (explain in question 7)
Other:

8) Briefly explain the assessment activities that took place.

Outside thesis and oral reviewers continue to assess each student's practice and final oral performances, and draft and final thesis. Every student is required to present their thesis project to a public audience, and write a thesis paper. 1-2 faculty members are selected to evaluate both requirements.

Surveys were completed by the current GES students throughout the year to assess the performance of the program, office, and courses being offered.

New courses have been created (OCN 102, 105, 399: Introduction to GES Thesis/Project, and 399: Finishing Strong) within the last few years in response to student needs and the needs of the School to improve student enrollment.

9) What types of evidence did the program use as part of the assessment activities checked in question 7? (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:

10) State the number of students (or persons) who submitted evidence that was evaluated. If applicable, please include the sampling technique used.

50 GES students graduated from the Department since Fall 2014. The performace of their practice and final oral presentation, and their draft and final thesis were evaluated by faculty other than their mentors.

66 GES Alumni completed surveys in December 2016 to evaluate the strengths or weaknesses of the program, and to determine whether they benefitted from the program's SLO's.

11) 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:

12) 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:

13) Summarize the results of the assessment activities checked in question 7. For example, report the percentage of students who achieved each SLO.

The GES program continues to produce highly educated and professional graduates capable of entering the scientific work force. Improvements needed three years ago included assisting our students with finding a research project and mentor early in their academic status to develop an appropriate research topic. In response, the program created OCN 399: Inroduction to GES Thesis/Project to better assist students in developing a project and finding a mentor. Currently our GES students are being placed in a research project 1-2 years earlier than before.

In addition, the Department is now offering opportunities twice a year to allow GES faculty to present their research projects so our students can easily identify which faculty they would like to contact as a mentor. Email notices and Facebook updates are also sent out to all our GES students whenever a new project is offered.

14) 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:

15) Please briefly describe how the program used the results.

New bi-annual presentations of GES faculty presenting their research topics are now provided to the GES students.

A rubric has been developed for faculty to evaluate student presentations and final thesis.

New courses are offered to better guide the students to program success.

Program continues to conduct mandatory academic advising to better assist our students individually every semester.

Results are used in the GES Symposium and reception to celebrate student achievement and accomplishment.

16) 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.

None at this time

17) If the program did not engage in assessment activities, please justify.