Program: Animal Science (BS)
Degree: Bachelor's
Date: Fri Nov 16, 2018 - 5:55:13 pm
1) Program Student Learning Outcomes (SLOs) and Institutional Learning Objectives (ILOs)
1. Know and understand the basic principles of applied animal biology.
(1a. General education, 1b. Specialized study in an academic field)
2. Understand the fundamental tenets of animal science disciplines including genetics, growth and development, meat science and muscle biology, comparative nutrition, feeds and feeding, anatomy, basic and environmental physiology, endocrinology and reproduction.
(1b. Specialized study in an academic field)
3. Apply this knowledge to the basic understanding and application of appropriate husbandry best practices to animals of economic value.
(1b. Specialized study in an academic field, 3c. Stewardship of the natural environment)
4. Read and be able to analyze scientific or technical papers critically.
(2a. Think critically and creatively, 2b. Conduct research)
5. Communicate clearly both orally and in writing.
(1a. General education, 2c. Communicate and report)
6. Develop problem-solving skills for lifetime learning.
(1a. General education, 2a. Think critically and creatively, 3a. Continuous learning and personal growth)
7. Understand the importance of good citizenship in both personal and professional habits, including the ability to cooperate with others and team orientation.
(3a. Continuous learning and personal growth, 3d. Civic participation)
8. Understand the scientific method and design of experiments to test hypotheses and as such experience the process of discovery.
(2a. Think critically and creatively, 2b. Conduct research)
9. Explore the relationship between applied animal biology and society, including contemporary ethical issues raised by animal research, animal welfare, the interactions of animals and humans, and the role and impact of animal agriculture and applied animal biology on the planet.
(1a. General education, 3a. Continuous learning and personal growth, 3b. Respect for people and cultures, in particular Hawaiian culture, 3c. Stewardship of the natural environment, 3d. Civic participation)
10. Recognize and use appropriate technologies, such as computer applications and laboratory methodologies.
(1b. Specialized study in an academic field, 3a. Continuous learning and personal growth)
2) Your program's SLOs are published as follows. Please update asneeded.
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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.
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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):
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6) Did your program engage in any program learning assessment activities between June 1, 2015 and October 31, 2018?
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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.)
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8) Briefly explain the assessment activities that took place.
Capstone course field employer/supervisor evaluations are collected for all seniors every year.
Student comments on strengths and opportunities to improve the curriculum are collected from all seniors.
9) What types of evidence did the program use as part of the assessment activities checked in question 7? (Check all that apply.)
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10) State the number of students (or persons) who submitted evidence that was evaluated. If applicable, please include the sampling technique used.
Supervisor evaluations were available for 59 out of 63 students.
11) Who interpreted or analyzed the evidence that was collected? (Check all that apply.)
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12) How did they evaluate, analyze, or interpret the evidence? (Check all that apply.)
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13) Summarize the results of the assessment activities checked in question 7. For example, report the percentage of students who achieved each SLO.
Percent rated Very Good or Excellent on Field supervisor evaluations (note that tasks may differ from academic presentations and papers:
Oral communication: 84%
Written communication: 100%
Ethical behavior: 100%
14) What best describes how the program used the results? (Check all that apply.)
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15) Please briefly describe how the program used the results.
Assessment results and student surveys were used to review and adjust frequency of course offerings and to create a stable rotation of courses so that students can plan ahead. We noted that students that take the O focus within the department tend to do better than those that take it outside the department, so are offering our single O course every year instead of every second year. With our assessment results and data that shows our student numbers doubled in the last five years, we have been able to justify new hires, mostly to replace retiring faculty.
We have also discussed the possibility of an organic chemistry for life science majors with the Chem department.
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.
We discovered growing student interest in animal conservation and can explore opportunities to work with other departments, eg NREM, to make courses such as animal conservation available to meet this interest. More on this in the next couple of years.