Program: Food Science & Human Nutrition (BS)
Degree: Bachelor's
Date: Mon Nov 16, 2020 - 12:25:24 pm
1) Program Student Learning Outcomes (SLOs) and Institutional Learning Objectives (ILOs)
1. Know, apply and critically analyze and evaluate concepts related to the science of food and nutrition with a focus on humans.
(1b. Specialized study in an academic field)
2. Develop written & oral skills commensurate with the ability to summarize, evaluate, synthesize, and appropriately communicate scientific concepts to a variety of audiences.
(1a. General education, 2c. Communicate and report)
3. Acquire personal characteristics and leadership, management, and human relations skills appropriate to professional practice in careers related to food science and human nutrition.
(1a. General education, 2c. Communicate and report)
4. Recognizes and uses appropriate technologies, such as computer applications and/or food and nutrition laboratory methodologies.
(1b. Specialized study in an academic field, 2b. Conduct research)
5. Identifies and develops skills to gain successful admission into entry level careers or post-graduate education.
(1b. Specialized study in an academic field, 2b. Conduct research)
6. Develops problem-solving and critical thinking skills.
(1a. General education, 2a. Think critically and creatively, 2b. Conduct research)
7. Demonstrates participation in community service.
(3a. Continuous learning and personal growth, 3c. Stewardship of the natural environment, 3d. Civic participation)
8. Identifies community issues from local to global levels.
(1c. Understand Hawaiian culture and history, 3a. Continuous learning and personal growth, 3b. Respect for people and cultures, in particular Hawaiian culture)
2) Your program's SLOs are published as follows. Please update as needed.






3) Please review, add, replace, or delete the existing curriculum map.
- File (11/11/2020)
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):




6) Did your program engage in any program learning assessment activities between November 1, 2018 and October 31, 2020?


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.)






8) Briefly explain the assessment activities that took place since November 2018.
Every semester, CTAHR’s Academic Affairs and Student Affairs jointly administer a graduation exit survey to all graduating students. In support of Program Assessment reporting, the Assessment and Curriculum Support Center is providing this brief summary of the data from Fall 2018 to Spring 2020 on three survey questions that may shed light on program learning achievement.
A new program assessment project was initiated by Food Science faculty in the fall of 2019 to assess written communication skills through laboratory reports from four upper-level FSHN courses in the Food Science tracks (FSHN 381L, FSHN 403, FSHN 430L, and FSHN 411). The assessment project involved developing a shared/uniform rubric across all instructors, establishing criteria on which reports to assess, rubric calibration across instructors, and assessment and analysis of student lab report scores (using the rubric). The faculty have successfully developed a shared rubric (Fall 2019) and planned to calibrate and assess the final laboratory reports of all classes in Spring 2020. However, due to COVID-19 and the unexpected online switch, faculty are re-evaluating and discussing options for developing an alternative shared rubric (universal design). Currently, instructors for each course are either developing strategies for online/hybrid lab teaching or has needed to cancel laboratory activities (FSHN 430L). We plan to meet at the end of Fall 2020/early Spring 2021 to discuss shared rubric alternatives that may accommodate all courses.
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.
29 students provided responses to the CTAHR Graduation Exit Survey.
Food Science: Three faculty and one lecturer (across 4 courses) were involved in collecting student reports. In the upcoming semesters, each course instructor will collect the final laboratory reports from their course for assessment. The number of reports is expected to range from 3-12 per course.
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 from the evaluation, analysis, interpretation of evidence (checked in question 12). For example, report the percentage of students who achieved each SLO.
Data are not available on student achievement by SLO.
We intend to express the results in terms of the percentage of students who meet benchmarks for written communication SLOs.
14) What best describes how the program used the results? (Check all that apply.)









15) Please briefly describe how the program used its findings/results.
FSHN BS program plans to use these results (1) to determine our students' current performances at the program level, (2) to identify existing weaknesses, and (3) to develop strategies in our curriculum to better help students meet the benchmarks and SLOs.
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.
Results from the written communication assessment project are still in progress. However, the unexpected challenges that arose during this assessment reporting period helped us to realize the need of our universal program design in which we can develop a curriculum that is not only flexible but also can better assist all of our students to succeed.
17) If the program did not engage in assessment activities, please justify.
N/A