Unit: Natural Resources & Environmental Management
Program: Natural Resources & Environmental Mgt (BS)
Degree: Bachelor's
Date: Fri Nov 16, 2018 - 12:04:23 pm

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

1. Students value science and scientific evidence in NREM.

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

2. Students demonstrate what is expected of an entry-level professional working in the field of natural resources and environmental management.

(3d. Civic participation)

3. Students describe and interpret the theory and application of the linkages among the environment, economics, and society.

(1b. Specialized study in an academic field, 2b. Conduct research)

4. Students demonstrate the relevance of biological, physical, and social science using analytical and quantitative skills in the context of NREM.

(2a. Think critically and creatively, 2b. Conduct research)

5. Students communicate proficiently in writing and orally to both technical and general audiences in natural and social sciences.

(2c. Communicate and report)

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

Department Website URL: https://cms.ctahr.hawaii.edu/nrem/UNDERGRADUATE
Student Handbook. URL, if available online:
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.

Instructors of all NREM core courses (required of all majors) were asked to review their course syllabi to ensure that program SLOs were included. They were asked to describe how they assessed mastery of the SLOs assigned to their course on the curriculum map. They were then asked to provide assessment data and/or a narrative evaluation of student achievement of the SLOs for their course.

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.

Instructors of NREM courses submitted evidence from student coursework and overall performance. Thus, all NREM students were assessed. Ten different NREM instructors submitted evidence from their various courses.

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)

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.


NREM Student Learning Outcomes

Value science

Professional expectations

Describe linkages

NREM skills

Communicate proficiently


BIOL 172+L

1. G





NREM 203

1. C



1. C


NREM 251

1. A, C

1. H.

1. A, C

1. A


NREM 220






NREM 292






NREM 301












NREM 302






NREM 310






NREM 477






NREM 492






NREM 494






Natural Science Pathway

CHEM 162+L






PHYS 151+L






NREM 304






Social Science Pathway

NREM 341






NREM 351






NREM 358






NREM 420






NREM 429






The table above uses the Curriculum Map to provide summary assessment scores on a typical 0-100% grading scale for students in the course as a whole. Thus, a score of 85% means students as a whole achieved 85% of the desired mastery of the SLO for that course. 


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.

We are continuing to use assessments of SLO mastery to refine course content within courses and to better integrate concepts and content across courses to facilitate progression of SLO mastery through the program. We also use this information to develop and refine upper-division elective courses to strengthen SLO and ILO mastery.

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.

The NREM core courses have a logical progression of SLO mastery through the sequence of courses students are expected to take. The prerequisites for upper-division courses also accurately reflect the appropriate SLOs and levels of mastery. The lower scores for two courses - NREM 220 and 429 - reflect challenges our students generally have with more quantitative courses. We will use this assessment data to help refine these courses and discuss how to better prepare students for these courses so they can improve SLO achievement.

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