Program: Cell & Molecular Biology (PhD)
Degree: Doctorate
Date: Fri Sep 28, 2012 - 11:15:58 am
1) Below are your program's student learning outcomes (SLOs). Please update as needed.
1.Sufficient breath and depth of knowledge to assume responsibility for teaching classes in Cell and Molecular Biology at least at the undergraduate level, and teaching experience in these and related topics;
2. Knowledge of the process of research, including: familiarity with techniques for searching the literature; principles of measurement; and practical experience in the design and conduct of scientific experiments, collection of data, and interpretation of data sufficient to enable students to interpret current literature, and to embark upon the next level of development as researchers;
3. Familiarity with the mechanics of scientific reporting sufficient to enable students to prepare a publication for a scholarly journal;
4. Experience with oral presentation of material sufficient to enable students to prepare and deliver reports on their work at seminars or meetings of scientific societies;
5. A degree of understanding and scientific maturity sufficient to enable students to assess the work of others;
6. An understanding of the administrative procedures common to academic departments.
2) Your program's SLOs are published as follows. Please update as needed.
Department Website URL: www.hawaii.edu/cmb/ Student Handbook. URL, if available online: www.hawaii.edu/cmb/
Information Sheet, Flyer, or Brochure URL, if available online: UHM Catalog. Page Number: 256, 388 Course Syllabi. URL, if available online: http://www2hawaii.edu/~lesaux/cmb621/Home Other: Portions are distributed to prospective applicants by e-mail Other: 3) Select one option:
- 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) Did your program engage in any program assessment activities between June 1, 2011 and September 30, 2012? (e.g., establishing/revising outcomes, aligning the curriculum to outcomes, collecting evidence, interpreting evidence, using results, revising the assessment plan, creating surveys or tests, etc.)
Yes No (skip to question 14)6) For the period June 1, 2011 to September 30, 2012: State the assessment question(s) and/or assessment goals. Include the SLOs that were targeted, if applicable.
1. Are all students held to the same standards and requirements by their dissertation/thesis committees?
2. A new course was created to meet our program need for more training in Biostatistics and Bioinformatics but few students have enrolled in the class?
7) State the type(s) of evidence gathered to answer the assessment question and/or meet the assessment goals that were given in Question #6.
1. Group discussion determined that our program needs written guidelines with timeline for young faculty to follow from the moment they acccept a student into their laboratory until graduation. Yearly SLOs and progress toward graduation milestones need to be clearly stated.
2. In discussions with students, many state that they will be taking the biostatistic and bioinformatics class in the future. However, the class has been given two times and few have registered. At the next faculty and student meetings the issue will be discussed.
8) State how many persons submitted evidence that was evaluated. If applicable, please include the sampling technique used.
1. Eight graduate faculty judges analyzed oral and written qualifying exam results. Three faculty analyzed test scores and student evaluations from required courses. Journal club leaders observed the quality and depth of knowledge of student oral presentations and discussions of scientific papers. The Cell and Molecular Biology(CMB) Graduate Program Chair reviewed progress toward degrees of all 43 CMB graduate students.
2. One administrator and two CMB faculty discussed low registration rates for the new Biostatistics and Bioinformatics class. About 20 students were polled on their reasons for not taking the class.
9) 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: 10) 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: 11) For the assessment question(s) and/or assessment goal(s) stated in Question #6:
Summarize the actual results.
1. A written guide with timeline is being planned for all faculty that mentor students in the Cell and Molecular Biology Graduate Program and will be ready by Fall 2013. This is to insure that all students progress in a timely fashion toward their degrees and all meet our high scientific standards.
2. We are still analyzing the low registration for our biostatistics and bioinformatics class. More discussions with students are planned.
12) State how the program used the results or plans to use the results. Please be specific.
1. A written Guide with graduation timeline will be developed this academic year and faculty and students will start to implement it. This will allow the program Chair to identify problems as soon as possible and to assist in successful resolutions.
2. Discussion will continue concerning low reigstration for our Biostatistics and Bioinformatics class. Publicity will be started earlier by putting up flyers before instead of during early registration.
13) Beyond the results, were there additional conclusions or discoveries?
This can include insights about assessment procedures, teaching and learning, program aspects and so on.
None.