Program: Animal Science (BS)
Date: Mon Oct 12, 2020 - 11:59:32 am
1) Program Student Learning Outcomes (SLOs) and Institutional Learning Objectives (ILOs)
1. Know and understand the basic principles of applied animal biology.
(1a. General education, 1b. Specialized study in an academic field)
2. Understand the fundamental tenets of animal science disciplines including genetics, growth and development, meat science and muscle biology, comparative nutrition, feeds and feeding, anatomy, basic and environmental physiology, endocrinology and reproduction.
(1b. Specialized study in an academic field)
3. Apply this knowledge to the basic understanding and application of appropriate husbandry best practices to animals of economic value.
(1b. Specialized study in an academic field, 3c. Stewardship of the natural environment)
4. Read and be able to analyze scientific or technical papers critically.
(2a. Think critically and creatively, 2b. Conduct research)
5. Communicate clearly both orally and in writing.
(1a. General education, 2c. Communicate and report)
6. Develop problem-solving skills for lifetime learning.
(1a. General education, 2a. Think critically and creatively, 3a. Continuous learning and personal growth)
7. Understand the importance of good citizenship in both personal and professional habits, including the ability to cooperate with others and team orientation.
(3a. Continuous learning and personal growth, 3d. Civic participation)
8. Understand the scientific method and design of experiments to test hypotheses and as such experience the process of discovery.
(2a. Think critically and creatively, 2b. Conduct research)
9. Explore the relationship between applied animal biology and society, including contemporary ethical issues raised by animal research, animal welfare, the interactions of animals and humans, and the role and impact of animal agriculture and applied animal biology on the planet.
(1a. General education, 3a. Continuous learning and personal growth, 3b. Respect for people and cultures, in particular Hawaiian culture, 3c. Stewardship of the natural environment, 3d. Civic participation)
10. Recognize and use appropriate technologies, such as computer applications and laboratory methodologies.
(1b. Specialized study in an academic field, 3a. Continuous learning and personal growth)
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: https://cms.ctahr.hawaii.edu/hnfas/Academics/COURSES
3) Please review, add, replace, or delete the existing curriculum map.
- File (10/12/2020)
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.
Employer/Supervisor evaluations for the capstone field course are collected for all seniors, every year. Student comments on strengths and opportunities to improve the curriculum are collected from all seniors.
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.
Supervisor evaluations were available fro 34 out of 37 students.
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.
Percent rated "Very Good" or "Excellent" on field supervisor evaluations (note that tasks may differ from academic presentations and papers):
Oral communication: 91%
Written communication: 96%
Ethical Behavior: 100%
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.
Assessment results and student surveys were used to review and adjust the frequency of course offerings and to create a stable rotation of courses so that students can plan ahead. Several courses utilize oral presentations to provide repeated exposure and opportunity for feedback. Two courses are newly offered as writing intensive to give students the opporutnity to take the W focus within the department and apply their writing skills to relevant format and topics.
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.
We discovered growing student interest in companion animals and animal conservation and we are exploring developing/offering courses that meet these interests.