Unit: Tropical Medicine, Medical Microbiology, & Pharmacology
Program: Biomedical Sciences: Tropical Medicine (MS)
Degree: Master's
Date: Mon Nov 12, 2018 - 5:58:55 pm

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

1. Demonstrate a knowledge base in the various disciplines of Tropical Medicine.

(1. Demonstrate comprehensive knowledge in one or more general subject areas related to, but not confined to, a specific area of interest.)

2. Demonstrate a mastery of technical and experimental research methodologies.

(2. Demonstrate understanding of research methodology and techniques specific to one’s field of study.)

3. Demonstrate the ability to plan, execute, interpret, and evaluate experimental studies.

(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.)

4. Demonstrate skills required for instruction, assessment and mentoring of undergraduate and MS students.

(7. Interact professionally with others.)

5. Demonstrate proficiency in written and verbal communication skills in various teaching formats and in professional presentations.

(5. Proficiently communicate and disseminate information in a manner relevant to the field and intended audience.)

6. Demonstrate sufficient mastery and scientific maturity to assess the work of peers in related fields.

(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 asneeded.

Department Website URL: http://manoa.hawaii.edu/tropicalmedicine/?page_id=368
Student Handbook. URL, if available online: http://manoa.hawaii.edu/tropicalmedicine/wp-content/uploads/2017/08/Tropical-Medicine-Graduate-Handbook-2016.pdf
Information Sheet, Flyer, or Brochure URL, if available online:
UHM Catalog. Page Number:
Course Syllabi. URL, if available online:

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.


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):

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?

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)

8) Briefly explain the assessment activities that took place.

TRMD 653/QHS 610 - Introductory Bioinformatics TRMD 653 is a core course for Tropical Medicine MS and PhD students. The course was originally intended to introduce graduate students to bioinformatics tools used in genomics and molecular evolution and molecular epidemiology with a focus on infectious disease examples. It has since been expanded to include transcriptomics and high throughput genome analysis. As the field has evolved, student’s needs and expectations for this course have changed and the department decided to carry out an assessment of the course to determine whether or not it was meeting student needs and program expectations. As a first step, the Tropical Medicine graduate chair met on 7/23/18 with five students who took this course over the past three years. The goal of this meeting was to identify graduate students priorities and review their perspectives on the strengths and weaknesses of the course. Following a general discussion, students came up with seven areas of strengths and weaknesses, and specific recommendations for improvement of the course. The students also proposed a revised syllabus for consideration by the instructor. On 11/8/18, the Tropical Medicine graduate chair and department chair met with the course instructor and the Quantitative Health Sciences graduate chair to discuss the student feedback and recommendations. The instructor and graduate chair were very receptive with the proposed changes, and we later received feedback from the Quantiative Health Sciences department chair that they were in discussions to implement the proposed changes that were feasible given the departmental resources and priorities. We hope to hear back on their final decisions in the next few months.

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.

Five students in focus group

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)
Other: Graduate Chairs of both programs: Tropical Medicine and Quantitative Health Sciences

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)

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

The results of the assessment activities are not currently available. The Tropical Medicine graduate chair plans to carry out a survey of students enrolled in the bioinformatics course after course revisions have been implemented.

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)

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

The program used the results to recommend modifications to the course to the course instructor and deparment/program representatives.

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.

It was very helpful to hear the student feedback in the focus group setting. This was more helpful in understanding the issues and student priorities than a survey would have been. The graduate chair will be sending a copy of the student feedback and recommendations by email to the Assessment Office for your reference.

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

Not Applicable