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.
Department Website URL: http://www.ctahr.hawaii.edu/hnfas/ Student Handbook. URL, if available online: https://cms.ctahr.hawaii.edu/ugstudies/Home/Major-Handbooks Information Sheet, Flyer, or Brochure URL, if available online: http://manoa.hawaii.edu/ovcaa/programsheets/#ctahr UHM Catalog. Page Number: http://www.catalog.hawaii.edu/schoolscolleges/ctahr/humannuti.htm
Course Syllabi. URL, if available online: Other: 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.
0% 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):
No 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 SLOs6) Did your program engage in any program learning assessment activities between November 1, 2018 and October 31, 2020?
Yes 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.)
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) Investigate other pressing issue related to student learning achievement for the program (explain in question 8) Other: 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.)
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.
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.)
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 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.)
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 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