Program: Animal Science (BS)
Date: Thu Oct 08, 2009 - 4:54:10 pm
1) List your program's student learning outcomes (SLOs).
- Know and understand the basic principles of applied animal biology.
- 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.
- Apply this knowledge to the basic understanding and application of appropriate husbandry best practices to animals of economic value.
- Read and be able to analyze scientific or technical papers critically.
- Communicate clearly both orally and in writing.
- Develop problem-solving skills for lifetime learning.
- Understand the importance of good citizenship in both personal and professional habits.
- Understand the scientific method and design of experiments to test hypotheses and as such experience the process of discovery.
- Explore the relationship between applied animal biology and society, including contemporary ethical issues raised by animal research, the use of animals by humans, and the role and impact of animal agriculture and applied animal biology on the planet.
2) Where are your program's SLOs published?
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:
3) Upload your program's current curriculum map(s) as a PDF.
- File (03/16/2020)
4) What percentage of courses have the course SLOs explicitly stated on the course syllabus, department website, or other publicly available document? (Check one)
5) State the SLO(s) that was Assessed, Targeted, or Studied
1. Know and understand the basic principles of applied animal biology.
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.
3. Apply this knowledge to the basic understanding and application of appropriate husbandry best practices to animals of economic value.
4. Read and be able to analyze scientific or technical papers critically.
5. Communicate clearly both orally and in writing.
6. Develop problem-solving skills for lifetime learning.
7. Understand the importance of good citizenship in both personal and professional habits.
8. Understand the scientific method and design of experiments to test hypotheses and as such experience the process of discovery.
9. Explore the relationship between applied animal biology and society, including contemporary ethical issues raised by animal research, the use of animals by humans, and the role and impact of animal agriculture and applied animal biology on the planet.
6) State the Assessment Question(s) and/or Goal(s) of Assessment Activity
Supervisor and student evaluations are obtained during the capstone internship course. Supervisor questions can be viewed in the summary of results.
Students are asked to “Evaluate the preparation provided to you in the department curriculum for the type of work you did in your field experience or plan to do in the future. Discuss how you integrated your academic training into the performance of your work site responsibilities. Include suggestions for changes in the curriculum and a rationale for such changes.”
7) State the Type(s) of Evidence Gathered
Supervisors fill out an evaluation form, while students answer an open-ended question.
8) State How the Evidence was Interpreted, Evaluated, or Analyzed
Evidence from supervisors is accumulated over several years to obtain a sufficiently large sample. Confidence limits are established around the mean to identify questions indicating poor or excellent student performance.
Themes in student evaluations are identified and the number of times each occurs in separate evaluations is counted.
9) State How Many Pieces of Evidence Were Collected
59 supervisor evaluations were obtained from 01 to 09
7 student evaluations were obtained in 08-09
10) Summarize the Actual Results
FIELD PLACEMENT: SUPERVISOR EVALUATION OF STUDENT PERFORMANCE
Numbers indicate the number of rating points short of perfect 4s from all employers, i.e. a higher number indicates more room for improvement.
01-02 02-03 03-04 04-05 05-06 06-07 07-08 08-09 Total
Number of students 6 8 8 16 3 7 5 9 62
Number of students assessed 6 8 7 16 3 7 5 7 59
A. Attendance at designated work site
1. Attendance 5 3 1 1 10
B. Work Performance
1. Ability to learn 1.7 5 0.5 2 9.2
2. Ability to analyze problems 2 3.7 8 6 1 3 2.75 3 29.45
3. Ability to organize and plan work 5 3 6 5 3 1.75 3 26.75
4. Quality of work 1 2.3 5 4 4 1.75 18.05
5. Time to complete tasks 3 3.5 8 5 3 2.75 2 27.25
6. Ability to meet deadlines 3 1 5 5 3 2.75 2 21.75
7. Initiative to identify needs and proposed solutions* 3 4.5 4 9 3 3 3.5 2 32
8. Ability to utilize and apply previously gained knowledge 2 1.7 6 3 2 2 1.5 2 20.2
9. Ability to communicate orally 1 4.2 6 7 3 3 2 2 28.2
10. Ability to write clearly, accurately 1 3 2 3 2 2.5 13.5
11. Ability to work independently 1 4.7 6 4.5 1 2 2.5 1 22.7
12. Promptness/punctuality 1 3 9 5 3 1 2 24
13. Dependability 1 2.8 7 3.5 2 1 1 18.3
14. Use of professional judgement 3 3.3 1 4.5 1 4 3 3 22.8
15. Interest and enthusiasm 2 1 3 6 1 2 1.5 16.5
C. Professional Relationships
1. Courteous, sensitive to others 1.2 2 4 1 2 1 11.2
2. Ability to work cooperatively with other employees 1 1 3.5 1 2 8.5
3. Ability to deal with clients, consumers 2 1.3 3 2 2 2 1 13.3
4. Ability to assume effective leadership (when needed) 2 5.7 1 1 2 3 4 1 19.7
5. Receptivity to suggestions 1 2.2 2 2.5 1 3 0.5 2 14.2
6. Ability to accept constructive criticism 2 1.5 4 4.5 1 3 0.75 2 18.75
7. Ability to be flexible and adaptable 2 1.2 5 3 1 1 1.5 2 16.7
8. Ability to handle personal and work-related frustrations 1 2 5 5 1 4 2.75 1 21.75
D. Professional Role
1. Professionalism in manner and work performance 1 3.2 3 4 2 4 1.25 3 21.45
2. Interest in operations of facility 1 3 2 4 2 3 2.75 1 18.75
3. Confidence and pride in self and work 2 3.2 4 5.5 2 4 0.75 1 22.45
4. Ethical behavior 1 1.2 1 2.5 1 3 0.5 4 14.2
5. Personal appearance (as appropriate for job) 4 1 2 4.5 1 2 2.25 16.75
6. Ability to evaluate self and own work 2 3 4 3 1 4 2.25 3 22.25
E. General Overall
1. Overall performance in this field 1.5 3.2 5 4.5 1 3 1.5 2 21.7
2. Potential in professional field 1.5 2.2 6 4.5 1 1 1.5 17.7
3. Would employ student in the future if an opportunity developed 0.5 1 3 4 1 1.5 11
1.84 2.52 4.28 4.09 1.52 2.59 1.94 1.92 19.12
1.04 1.25 2.17 1.67 0.75 1.01 0.85 0.86 5.96
Student Comments on the Program
1. While the department’s curriculum certainly aided in my professional development in pre-veterinary medicine, it did not address the incidence of termination from a job site. My academic training taught me professionalism, good work ethic, and related textbook information. However, when I was terminated from my job site for reasons beyond my control, I panicked. Although termination cannot be anticipated, it does occur and I feel that the curriculum in ASNC/FSHN 492 should take some time to provide examples of how to handle the situation.
Other notable courses and teachers who contributed to my internship experience include, but are not limited to all animal science courses taken such as, 244 and 321 (Nutrition), 301 (Anatomy), 451 (Physiology), 453 (Animal Disease/Control), 499 (Directed Research), biology, chemistry, and biochemistry courses under department professors Dr. Halina Zaleski, Dr. Charles Weems, Dr. James Carpenter, Dr. Brent Buckley, Dr. Michael Wong, Dr. J. Bingham, and Dr. Harry Ako.
2. Although animal science does not have any reptile classes I feel that the curriculum taught me how to manage my time to work toward my goals. In class my goal is to get an A, whereas in the field it is to be respected and viewed as a part of a team. Dr. Carpenter was kind enough to allow me to do all of my nutrition class projects on reptiles. This helped me in the field because I was already familiar with the anatomy and diet of reptiles. This internship class also prepared me with business etiquette, professionalism, and ethics which I try and apply at the zoo every shift.
While reflecting on my entire time at UH as a whole, I feel that overall most of my classes helped me achieve my educational goals. I transferred to animal science as a senior and was welcomed into the department with open arms. Dr. Buckley worked with me to make sure I was able to take some reptile and conservation based classes, and to ensure that they would be counted toward my major. Dr. Wong discussed reptile and zoo related diseases in our animal disease class, of which I was extremely grateful. And last but not least, Dr. Malecha always showed interest in my overall goals and objectives in my reptile studies and offered his professional advice and always encouraged me to go for it. I am happy to say that I did not experience a bad animal science teacher or class during my time as a student of this major. All teachers that I have encountered have shown they care about and respect their students, and want nothing but the best for them.
One suggestion to the department would be to add an exotics class. From my experience in most classes I remember at least a fourth of the students saying that they were interested in exotic medicine. This new class could cover the medicine, fieldwork, diseases, anatomy, management and care of species such as marine mammals, reptiles, birds, and zoo animals. I feel that this class would be very popular in animal science and other majors as well.
1. My animal science background did help during internship dealing with the dogs. I did not know a lot about plant agriculture. My chemistry and biology courses did help in understanding tests done by Plant Quarantine. I impressed many coworkers by my knowledge of plant anatomy and dog sicknesses. I think my animal science department should include more plant agriculture courses. This is feasible by just requiring animal science majors to take a course in tropical soil science or botany.
2. My curriculum in the Animal Science department of the University of Hawaii prepared me exceptionally well for my internship at the Honolulu Keiki Zoo. Dr. Buckley’s introductory courses informed me about the big picture in animal science, rotational breeding programs, how decisions are made and what reasoning carries the most weight in the decision making process. Dr. Carpenter’s nutrition courses probably taught me the most for the internship at the Honolulu Keiki Zoo, learning how to balance diets was the most important part of our job other than policing the visitors of the keiki zoo. The keiki zoo has several different species and the differences in their diets are often so subtle so it was good to know the reasons for each animal’s distinct diet. Although I didn’t get to use my knowledge firsthand, I feel that both Dr. Buckley’s and Dr. Yang’s Genetics classes will be very valuable for future work with animal populations or lab work looking to correct genetic mutations. The internship course itself was a good experience practicing our resume writing, presentation and interview skills. The internship portion itself would be the best learning experience and introduction for a student that hasn’t had a job or many jobs in their life so that they can learn about a particular work environment and whether or not they like the career that they are studying for. I feel that it wasn’t the best use of my time as I have had several jobs during high school and college. My time could have been invested in studying more genetics or biochemistry.
3. As a whole, I believe that the department has done a good job preparing in preparing me for the work I did in my field experience. Many of the classes I took encourage students to work together in partners or small groups as well as encouraged discussion, this improving my abilities to work well with others and feel comfortable asking questions or speaking in front of small groups of people; a skill I very much needed while working at the doggie day care. Although there were no classes that specifically pertained to dog grooming/bathing I was able to learn a lot about how to care for an animal’s health, through numerous animal science courses, such as nutrition, disease, reproduction and anatomy.
It would have been nice if there was a class offered that specifically dealt with animal behavior through the ANSC department or one that was more geared toward possibly running a business; such as how to successfully operate and run one’s own farm, nutrition counseling or advising center, or in my case, how to potentially run a doggie day care. I truly feel that the department does a great job at giving students the foundation to pursue numerous careers; however, should a student decide to take their knowledge and become an entrepreneur of sorts and if haven’t yet taken any separate business courses, they may find themselves encountering some problems. This would have to be the only area that I truly find the department needs significant change, just to have a class or two that is geared more towards the business side of things.
4. We completed our scientific article regarding the use of steroids in the treatment of raptor species with traumatic head injury, and submitted it to the Journal of Wildlife Rehabilitation for review. Although it was not easy to do all the research, data compilation, analysis, writing, and editing in only three weeks, we spent every free moment working on our paper, and got everything done on time. We divided up the work evenly, all doing research and writing. Additionally, we each focused on one aspect of the paper. For instance, I wrote up the Literature Cited and Acknowledgements sections , while another intern took on the task of creating graphics. I am now more familiar with the process involved in researching, writing, editing, and submitting a scientific journal article, which is an important skill to have. My academic training in writing and reviewing scientific articles was helpful in this regard.
My nutrition course in Animal Science provided me with a good understanding of the feed requirements of the different types of animals. I was able to see the reasoning behind what feeds were selected and how they were rationed. I recognized many of the feeds used, and was comfortable working with them. However, my curriculum did not give me much preparation in working with live animals. We handled cadavers in anatomy, which in addition to physiology, provided me a background knowledge of terminology, but as far as actually interacting with animals, I got very little training in my Animal Science classes. I think it would be very useful to add some coursework in human-animal interaction to the curriculum, since it is much easier to work with animals if you know how to best communicate with them.
5. The department curriculum provided me with adequate knowledge to prepare for this type of internship experience. The animal disease course was helpful in preparing me for toxicities and common diseases seen in Hawaii. However, emergency medicine or treatments were not covered at all during any portion of my academic training. Anatomy and reproduction provided me with useful insight during surgery and radiology.
To integrate my academic training into my internship performance, I used my communication skills that I learned throughout college. More importantly, I was able to use processes of elimination and critical thinking to evaluate various cases. Changes that should be made to the department curriculum include a business oriented course to teach students how to manage other individuals. Students should learn how to successfully operate a business. A course that would teach students how to interact with community members would provide real life experiences. Students would be better able to apply inter-personal skills, which they would learn in a course such as this, to any job. I think a course on medical terminology would be beneficial for any student majoring in animal science. Dr. Weems does a great job in drilling students to think for themselves and encourages students to figure out what a specific medical term means. Lastly, I think an animal science students looking to obtain their doctor of veterinary medicine degree should be required to have additional hours of animal experience in order to graduate. It would be in the best interest of pre-veterinary students to obtain more than 100 hours of animal experience. Personally, I do not fully understand how any student can expect to enter veterinary school with less than ideal hours of animal experience. It would be great if the University of Hawaii-Manoa offered farm jobs. However, this is a problem due to limited animal farms on the island of Oahu.
11) Briefly Describe the Distribution and Discussion of Results
Results are discussed at department meetings and sent to faculty as attached files.
12) Describe Conclusions and Discoveries
Supervisors score students significantly below the mean on “Initiative to identify needs and proposed solutions”. Scores tend to be weak for “Ability to analyze problems”, “Ability to communicate orally”, “Time to complete tasks”, and “Ability to organize and plan work”. On the other hand, students do well on “Ability to work cooperatively with other employees”, “Ability to learn”, being “Courteous, sensitive to others”, and employability (“Would employ student in the future if an opportunity developed”). Usually one or two students each semester end their internships with a job offer in hand.
Students generally rate the program highly. Suggested changes cited by more than one student include adding a business component, and more time working with animals.
13) Use of Results/Program Modifications: State How the Program Used the Results --or-- Explain Planned Use of Results
Students seeking a business component will be advised to take courses in other departments, since we do not have the resources to add this.
The college is planning an animal facility at Waimanalo, which would greatly expand our ability to provide time working with animals.
14) Reflect on the Assessment Process
Chopping up the assessment to fit it into little boxes is annoying and wastes time. I would rather upload a file and have more time to spend on improving qualitative analysis of the data.
15) Other Important Information
CTAHR does an exit survey of all graduating students and makes the results available to departments.