Program: Global Environmental Science (BS)
Degree: Bachelor's
Date: Wed Oct 12, 2011 - 1:00:53 pm
1) Below are your program student learning outcomes (SLOs). Please update as needed.
Students completing the Global Environmental Science degree program will be able to:
1. Define and explain the basic principles and concepts of chemistry, physics, biology, calculus, geology, geophysics, meteorology, and oceanography.
2. Apply their understanding of the fundamentals of science and mathematics to the description and quantification of the interactions of the atmosphere, hydrosphere, lithosphere, and biosphere, including humans.
3. Employ the scientific approach to problem solving, and hypothesis formation and testing.
4. Conduct scientific research, and analyze and evaluate results.
5. Demonstrate information literacy by collection and evaluation of scientific literature.
6. Express themselves clearly and concisely in written form.
7. Demonstrate skilled delivery of well organized informal and formal oral presentations.
2) Your program's SLOs are published as follows. Please update as needed.
Department Website URL: http://www.soest.hawaii.edu/oceanography/GES/
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: Other: In program office (MSB 205D) Other: 3) Below is the link(s) to your program's curriculum map(s). If we do not have your curriculum map, please upload it as a PDF.
- File (03/16/2020)
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) For the period June 1, 2010 to September 30, 2011: State the assessment question(s) and/or assessment goals. Include the SLOs that were targeted, if applicable.
#1 Continued previous years' assessment through test of science and math background in OCN 310
#5 Developed new group project requiring literature search in OCN 100
#7 Designed new group project including a oral presentation in OCN 100
6) State the type(s) of evidence gathered to answer the assessment question and/or meet the assessment goals that were given in Question #5.
#1 - Slight changes in wording for clarification were made in test given to OCN 100 students in Fall 2011
#5 - Students in OCN 100 submitted search keywords and a minimum of 5 references on the chosen research topic
#7 - Students in OCN 100 gave group oral presentations on their research topics utilizing powerpoint. Presentations were assessed by instructor, but no rubric was used.
7) State how many persons submitted evidence that was evaluated. If applicable, please include the sampling technique used.
#1 - 18 students submitted written exams
#5 - 22 students in 4 groups submitted the written assignment
#7 - 21 students in 4 groups gave oral presentations
8) 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: 9) 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: 10) For the assessment question(s) and/or assessment goal(s) stated in Question #5:
Summarize the actual results.
#1 - Chemistry backgrounds of students were improved from the previous years and were deemed adequate
#5 - Keywords were not all appropriate, leading to assumption that students don't understand the concept. References submitted were adequate and demonstrated the ability to perform library e-resource searches
#7 - Group presentations were qualitatively evaluated and were all well organized and informative. A wide range of comfort levels and delivery skills was noted.
11) State how the program used the results or plans to use the results. Please be specific.
#1 - Test will be instituted as a regular feature in OCN 310
#5 - The assignment write up will be expanded, and the concept of keywords will be explained. A session with a Hamilton research librarian, used for the first time this year, will be made a regular part of the course.
#7 - The presentation will be made a regular part of the course and a rubric will be designed to assess both the contact and individual speaker skills.
12) Beyond the results, were there additional conclusions or discoveries?
This can include insights about assessment procedures, teaching and learning, program aspects and so on.
The addition of the oral presentation in OCN 100 was in response to student comments in a senior level course, OCN 490, that they wished they had had more experience in lower division courses to practice their presentation skills. OCN 100 is a Cr/NC course, so performance pressure is less than in a graded course, but the presentations were of very good quality. I think the ungraded format was a good platform for the first oral presentation in the major.