Program: Animal Science (BS)
Degree: Bachelor's
Date: Tue Oct 16, 2012 - 4:00:57 pm
1) Below are your program's student learning outcomes (SLOs). Please update as needed.
Students will:
- 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 interactions of animals and humans, and the role and impact of animal agriculture and applied animal biology on the planet.
- Recognize and use appropriate technologies, such as computer applications and laboratory methodologies.
2) Your program's SLOs are published as follows. Please update as needed.
Department Website URL: http://www.ctahr.hawaii.edu/hnfas/degrees/undergrad/ANSC.html#learn
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:
- 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.
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 to answer the assessment question and/or meet the assessment goals that were given in Question #6.
All students in the capstone course answered the question in essay form.
8) State how many persons submitted evidence that was evaluated. If applicable, please include the sampling technique used.
All 8 students in the capstone course answered the question.
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 Know and understand the basic principles of applied animal biology.
Valuable courses: chemistry (2)
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.
Valuable courses: ANSC 301 (5), ANSC 453 (6), ANSC 451 (3), nutrition 2)
3 Apply this knowledge to the basic understanding and application of appropriate husbandry best practices to animals of economic value.
Valuable courses: ANSC 492 (3), nutrition, environmental classes
Incorporate academic theoretical knowledge with hands on practical experience
4 Read and be able to analyze scientific or technical papers critically.
5 Communicate clearly both orally and in writing.
Valuable courses:
Academic environment taught active listening
6 Develop problem-solving skills for lifetime learning.
Valuable courses: biology, biochemistry, ANSC 492 (2), diseases
The academic environment has taught me to think critically and problem solve.
7 Understand the importance of good citizenship in both personal and professional habits.
Valuable courses: ANSC 492
The academic environment taught me the importance of being professional and asking questions.
8 Understand the scientific method and design of experiments to test hypotheses and as such experience the process of discovery.
Valuable courses: science labs
9 Explore the relationship between applied animal biology and society, including contemporary ethical issues raised by animal research, the interactions of animals and humans, and the role and impact of animal agriculture and applied animal biology on the planet.
Valuable courses:
10 Recognize and use appropriate technologies, such as computer applications and laboratory methodologies.
Valuable courses:
ANSC strengths
Preveterinary Club provided hands-on experience
ANSC weaknesses
Advisor intimidating/busy
Suggestions
More hands-on experience in courses (2)
Require physiology and diseases
Promote Prevet Club
Have incoming freshmen meet with seniors
Focus more on the nutritional, diseases, and health aspects of animal science
More resources for realistic opportunities for employment besides just veterinary studies
For prevet students, add a pharmacology/treatments class covering types of medications and medical devices/machines (2)
Experience future career paths before getting a degree
More classes that are production and management based
More small animal or companion animal courses, for example, an elective on exotic animals (rabbits, guinea pigs, chinchillas, rats, etc.)
Make a production course optional and not mandatory
12) State how the program used the results or plans to use the results. Please be specific.
A faculty member was hired to teach animal nutrition, replacing a retired faculty.
Results were discussed at a faculty meeting.
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.
Wish we had the resources to survey our students 5 or 10 years after graduation.
Concern for the upcoming year: student writing. Due to retirements of two faculty who offered writing intensive courses, and due to increased enrolment and class sizes, the number of writing intensive courses in the department has been reduced by two. There is concern that this may impact the ability of our students to do the type of professional writing required in field.