Degree Program Assessment Reports : View Reports

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 asneeded.

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:

Other:

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

Curriculum Map File(s) from 2018:

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.

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):

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.

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)

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.

Course	NREM Student Learning Outcomes
Course	Value science	Professional expectations	Describe linkages	NREM skills	Communicate proficiently
CORE COURSES
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			78%	78%
NREM 292		90%			87%
NREM 301	2			2
NREM 301L	2			2	2
NREM 302	82%	93%	87%	93%	91%
NREM 310				2
NREM 477	3	1		3
NREM 492		96%			96%
NREM 494		84%	83%	88%	96%
Natural Science Pathway
CHEM 162+L	1			1
PHYS 151+L	1			1
NREM 304	2			2
Social Science Pathway
NREM 341
NREM 351
NREM 358	85%		85%	85%	75%
NREM 420		85%	90%		90%
NREM 429				71%	63%

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)

Other:

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.

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

1. Students value science and scientific evidence in NREM.

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

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

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

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

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

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

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):

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

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.)

8) Briefly explain the assessment activities that took place.

9) What types of evidence did the program use as part of the assessment activities checked in question 7? (Check all that apply.)

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

11) Who interpreted or analyzed the evidence that was collected? (Check all that apply.)

12) How did they evaluate, analyze, or interpret the evidence? (Check all that apply.)

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

14) What best describes how the program used the results? (Check all that apply.)

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

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.

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