Program: Natural Resources & Environmental Mgt (BS)
Date: Fri Nov 20, 2020 - 8:31:11 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.
(3c. Stewardship of the natural environment, 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, 3c. Stewardship of the natural environment)
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, 3c. Stewardship of the natural environment)
5. Students communicate proficiently in writing and orally to both technical and general audiences in natural and social sciences.
(2c. Communicate and report, 3d. Civic participation)
2) Your program's SLOs are published as follows. Please update as needed.
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.
- File (11/20/2020)
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.
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 November 1, 2018 and October 31, 2020?
No (skip to question 17)
7) What best describes the program-level learning assessment activities that took place for the period November 1, 2018 and October 31, 2020? (Check all that apply.)
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)
Investigate other pressing issue related to student learning achievement for the program (explain in question 8)
8) Briefly explain the assessment activities that took place since November 2018.
We collected data on SLO achievement in core courses and narratives from instructors to explain how their courses assess student learning.
We modified the types of evidence used to assess SLOs.
9) What types of evidence did the program use as part of the assessment activities checked in question 7? (Check all that apply.)
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.)
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.)
Ad hoc faculty group
Persons or organization outside the university
Advisors (in student support services)
Students (graduate or undergraduate)
12) How did they evaluate, analyze, or interpret the evidence? (Check all that apply.)
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 from the evaluation, analysis, interpretation of evidence (checked in question 12). For example, report the percentage of students who achieved each SLO.
NREM students socre high achievement (80% or better) for most SLOs in most courses. The lowest achievement is in the SLO 1 Valuing science, especially in highly quantitative courses, such as statistics, soil science, and geographic information systems. Students demonstrate high achievement of SLO 3 - linkages among natural and social sciences, SLO 4 - natural resource management, and SLO 5 - written and oral communication. These are valuable skills for natural resource management employers and professions.
14) What best describes how the program used the results? (Check all that apply.)
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 its findings/results.
NREM simplified and standardized the types of evidence used for assessment to help faculty provide useful assessment data from their courses and to link SLO mastery and achievement across courses. NREM faculty are also modifying the pedagogy of lower-level core courses to improve SLO achievement and better prepare them for higher level courses.