Unit: Anatomy, Biochemistry, Physiology
Program: Developmental & Reproductive Biology (PhD)
Degree: Doctorate
Date: Mon Oct 10, 2011 - 9:39:09 pm

1) Below are your program student learning outcomes (SLOs). Please update as needed.

At the completion of the Developmental and Reproductive Biology Graduate Program, the doctoral candidate will be able to:

1.  Demonstrate sufficient breadth and depth of knowledge to effectively teach classes in biomedical sciences.

2.  Demonstrate mastery of  evaluating scientific publications, including: techniques for searching the literature; applying principles of measurement; and interpretation of the findings reported in scientific publications.

3. Prepare and present reports on their work at seminars or meetings of scientific societies.

4. Demonstrate the ability to formulate testable hypotheses, and design experiments to accurately test the hypothesis utilizing sound principles of scientific experimentation and research.  

5. Generate new experimental data that addresses a specific hypothesis.

6.  Publish at least one (M.S.) or two (Ph.D.) scientific manuscripts.

Assessments Tools:

1.    Student and faculty evaluations of TAs or of faculty who graduated from our program.

2.    Assessment tools used to contribute to the formulation of the grade for DRB 614.

3.    Presentations accepted for national meetings and for MS-A and PhD proposals.

4.    Assessment of proposals students make for MS-A or PhD.

5.    Completion of MS-A or PhD

6.    Publications.

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

Department Website URL: http://www3.jabsom.hawaii.edu/Grad_DRB/index.html
Student Handbook. URL, if available online: http://www3.jabsom.hawaii.edu/Grad_DRB/students.html
Information Sheet, Flyer, or Brochure URL, if available online:
UHM Catalog. Page Number:
Course Syllabi. URL, if available online:

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.

Curriculum Map File(s) from 2011:

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) 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.

Two of our courses, DRB613 and 614 were assessed using the following questions.  

Students were asked to evaluate the DRB 613 course.  They were asked 10 questions and were supposed to grade them in 1-4 scale:

1 = strongly disagree (25 points)

2 = somewhat disagree (50 points)

3 = somewhat agree (75 points)

4 = strongly agree (100 points)

Questions asked:

Q1: Were the course objectives, grading system, and schedule clear from the beginning?

Q2: Were you overall satisfied with the way this course was organized?

Q3: Was the instructor available for matters relating to this course?

Q4: Were the facilities where the course was taught adequate?

Q5: Were the speakers well chosen by the instructor?

Q6: Did the course stimulate your interest in the subject of reproductive and developmental biology?

Q7: Was the class time used efficiently?

Q8: Did the course meet your expectations?

Q9: Was a friendly, social environment created that facilitated learning?

Q10: Would you recommend this course if this instructor directed it?

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.

The students were asked to fill in a questionaire.  

7) State how many persons submitted evidence that was evaluated. If applicable, please include the sampling technique used.

All 17 students filled in the questionaire.

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)

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)

10) For the assessment question(s) and/or assessment goal(s) stated in Question #5:
Summarize the actual results.

For DRB613, the course had an overall score of 92.95%. For DRB614, the course had an overall score of 98%.

11) State how the program used the results or plans to use the results. Please be specific.

The new format for DRB614 was deemed a success. This course was newly organized this year to address an important

feature of graduate studies, to train students to present scientific data. The student enthusiastically embraced the new


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.

We are a new program, and are still developing. One thing that we must now consider is whether to limit the number of

students accepted each year. Our graduate committee has decided that if we admit too many students, the whole

program will suffer as not enough labs are available for the students to work in.

13) Other important information.
Please note: If the program did not engage in assessment, please explain. If the program created an assessment plan for next year, please give an overview.

Our assessment practices need to be developed more, but we are improving.


Our answers for both programs, M.S. and PhD are the same.  Graduate students in both programs go through the same curriculum except for the length of research.  We have not yet had any qraduates in the PhD program.