Unit: Chemistry
Program: Biochemistry (BA, BS)
Degree: Bachelor's
Date: Wed Oct 03, 2012 - 6:14:55 pm

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

i. Cognitive Learning Objectives

1. Students will become well grounded in laws and theories of chemistry, including

how to use quantitative measurements and spectroscopy to analyze molecular

structure.

2. Students will demonstrate an understanding of the fundamental principles of

biochemistry, including structural and mechanistic understanding of the major

pathways of metabolism, biosynthesis, replication, transcription, and translation.

3. Students will demonstrate a qualitative and quantitative understanding of

biomolecular structure and reactivity, and the manner by which enzymes can

catalyze chemical reactions that transform biomolecules.

4. Students will develop the ability to use the scientific method to ask meaningful

questions, to design experiments to address these questions, to acquire and critically

analyze the data, to draw appropriate conclusions, and to communicate the results

and conclusions in both written and oral format.

5. Students will learn how to use the biochemical literature and databases to obtain

relevant published information.

ii. Skills-Based Learning Objectives

1. Students will be able to prepare solutions, buffers, and standards, to use appropriate

instrumentation to make accurate measurements, and to statistically analyze the data.

2. Students will be able to use modern instrumentation and computational tools to

record data pertaining to the structure of molecules, to interpret the data using

4

appropriate mathematical models and statistical analysis, and to propose structures

consistent with the data.

3. Students will be able to grow microorganisms in order to purify, characterize, and

manipulate small biomolecules, proteins, and DNA.

4. Students will be able to use modern instrumentation to monitor biochemical

reactions catalyzed by enzymes and to analyze the resulting data to extract meaningful thermodynamic and kinetic information.

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

Department Website URL: http://manoa.hawaii.edu/chem/index.php?c=Biochemistry&s=undergraduate-program
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:
Other:

3) Select one option:

Curriculum Map File(s) from 2012:

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.

SKIP

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.

SKIP

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

SKIP

9) Who interpreted or analyzed the evidence that was collected? (Check all that apply.)

SKIP

10) How did they evaluate, analyze, or interpret the evidence? (Check all that apply.)

SKIP

11) For the assessment question(s) and/or assessment goal(s) stated in Question #6:
Summarize the actual results.

SKIP

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

SKIP

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.

SKIP

14) If the program did not engage in assessment activities, please explain.
Or, if the program did engage in assessment activities, please add any other important information here.

New program that was began Fall 2012