Unit: Molecular Biosciences & Biosystems Engineering
Program: Molecular Biosciences & Bioengineering (PhD)
Degree: Doctorate
Date: Fri Nov 02, 2018 - 8:23:57 am

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

1. Are able to understand, describe and explain fundamental core STEM science concepts and have proven the ability to comprehend and convert these concepts into experimental approaches and hypothesis driven research on biological systems.�

(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. Wrote, contributed results and published articles, as primary author(s)/co-author(s), in peer-reviewed scientific journals of basic and applied molecular biosciences and bioengineering.

(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.)

3. Present research at national and international conferences as evidenced by published abstracts and poster and/or oral presentations.

(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.)

4. Can communicate orally and in writing in a clear, well-organized manner that effectively informs and clarifies scientific principles and laboratory techniques to others, as evidenced by provision of seminars, technical reports, dissertations or theses, providing details of scientific and scholarly activities.

(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.)

5. Are well prepared for employment in the critically important and dynamic biotechnology, chemical and biosciences fields (government, academia, industry).�

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

Department Website URL: https://cms.ctahr.hawaii.edu/mbbe/
Student Handbook. URL, if available online: available upon request
Information Sheet, Flyer, or Brochure URL, if available online: available upon request
UHM Catalog. Page Number: http://www.catalog.hawaii.edu/schoolscolleges/ctahr/molecular.htm
Course Syllabi. URL, if available online: Available upon request
Other:
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.

MBBE 610 Professional Portfolios

Assessment regarding the collection of data from CTAHR Student Research Symposium

Assessment of SELECTED Student abilities with both UHM 3MT and CTAHR 3MEP (competition)

New Required Assessment of Students meeting Dept. expectations (SLOs) in reflection to committee Assessment of MS Proposal

New Pilot study of Individual Professional Development Plans

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.

MBBE 610 Professional Portfolios - 40 students, as a part of the course assessment

Assessment regarding the collection of data from CTAHR Student Research Symposium - + 300 individual submissions (repeated student submissions)

Assessment of SELECTED Student abilities with both UHM 3MT and CTAHR 3MEP (competition) - 4 students

New Required Assessment of Students meeting Dept. expectations (SLOs) in reflection to committee Assessment of MS Proposal - 9 students, but this is a mandatory part of the proposal process, starting Fall 2017

New Pilot study of Individual Professional Development Plans - pilot testing Fall 2018, 5 students

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: Gradaute Chair

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.

Estimate - 80-90% satisfactory achieved SLOs

Clearly apparent students who do MBBE 610 Professional Development are better prepared for workplace entry.

Using our pilot for the Individual Professional Development Plans - students who participated, actively engaged and promoted questioning and reflection in career planning; this is to be revised and built-upon. (this was mostly Ph.D. grp focus activity, but may have merit with MS candidates).

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: Yes trying to develop a more student orientated self evident evaluation process, with burden place on the student

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

Revise Dept. handbook (2018)

Improve pilot student on New Pilot study of Individual Professional Development Plans

Promote faculty awareness of the SLOs and incorporation of these in the syllabus

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.

Yes, students are motivated to help improve and strengthen their own program - this may lead to an MBBE Graduate student advisory committee.

The faculty has a tendency to not willing to assist in developing assessment items, due to being overburdened with other duties/responsibilities.

Our program has increased, as too the reporting mechanisms, and requested the assessment, but our faculty numbers have been decreased by 25%.

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

It is doing its best with the limited time and resources it has.

We are engaged and aware of the need, but starting to feel that we not getting support from administration, particularly at a College level.