Unit: Plant & Environmental Protection Sciences
Program: Tropical Plant Pathology (MS)
Degree: Master's
Date: Thu Nov 05, 2020 - 10:19:37 am

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

1. TPP students communicate effectively.

(1. Demonstrate comprehensive knowledge in one or more general subject areas related to, but not confined to, a specific area of interest., 2. Demonstrate understanding of research methodology and techniques specific to one’s field of study., 5. Proficiently communicate and disseminate information in a manner relevant to the field and intended audience., 7. Interact professionally with others.)

2. TPP students are competent and knowledgeable biologists.

(1. Demonstrate comprehensive knowledge in one or more general subject areas related to, but not confined to, a specific area of interest., 5. Proficiently communicate and disseminate information in a manner relevant to the field and intended audience.)

3. TPP students conduct research in plant pathology.

(2. Demonstrate understanding of research methodology and techniques specific to one’s field of study., 3. Apply research methodology and/or scholarly inquiry techniques specific to one’s field of study., 4. Critically analyze, synthesize, and utilize information and data related to one’s field of study., 6. Conduct research or projects as a responsible and ethical professional, including consideration of and respect for other cultural perspectives.)

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

Department Website URL: http://www.ctahr.hawaii.edu/peps/Academics/GraduateProgram/TropicalPlantPathology.aspx
Student Handbook. URL, if available online: http://www.ctahr.hawaii.edu/peps/Academics/GraduateProgram/TropicalPlantPathology/GradStudentHandbook.aspx
Information Sheet, Flyer, or Brochure URL, if available online:
UHM Catalog. Page Number: http://www.catalog.hawaii.edu/schoolscolleges/ctahr/peps.htm
Course Syllabi. URL, if available online:
Other: With graduate chair

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

Curriculum Map File(s) from 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 SLOs

6) 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.

We evaluated student knowledge through their performance in oral examinations, presentations and seminars, draft publications and course achievements.

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.

All students who graduated over the past year were evaluated for their knowledge of plant pathology, their ability to communicate orally and by the written word, and for their ability to conduct research.

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.

We are pleased with our student performance on the SLOs. The program is outputting competent plant pathologists. All of the evidence points to the success of the program. Upon graduation, our students secure employment in the field providing evidence of their competence. Those students who choose to continue their education are accepted in to graduate programs. Students successfully publish in peer-reviewed journals as evidence of the caliber of their research, with one third achieving this prior to their graduation.

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.

We used our findings to continue to mentor students towards their personal success and achievement of their goals. We used our findings and SLOs to build the program reputation within our profession. We used the results to advance the science of plant pathology.

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 process of assessment seems framed in a negative and punitive perspective - what is wrong and what are you doing to fix it. There are structural problems within the systems that limit what we can do and it seems like we are held responsible even though it is beyond our control. As much as assessment wants quantitative data, for our program, qualitative assessment reigns because the product/output (i.e. the student as an individual) is complex. Our program focuses on the overall outcome and success - not achievement within a single SLO.

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

Not applicable.