Unit: Molecular Biosciences & Biosystems Engineering
Program: Plant & Environmental Biotechnology (BS)
Degree: Bachelor's
Date: Wed Oct 17, 2012 - 1:34:34 pm

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

·         Complete with good grades a rigorous foundation in biotechnology background courses.

·         Complete the upper division core of biotechnology courses with good grades.

·         Have a well-rounded background in science.

·         Have the science coursework preparation that permits in depth understanding.

·         Demonstrate creativity, critical thinking, problem solving skills, competency is using state of the art scientific instrumentation, self-confidence, and communication skills in a student research symposium.

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

Department Website URL: www.ctahr.hawaii.edu/mbbe
Student Handbook. URL, if available online:
Information Sheet, Flyer, or Brochure URL, if available online: Flyer
UHM Catalog. Page Number: 350
Course Syllabi. URL, if available online:

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.


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.)

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.

We evaluate at the end of the year during the Student Research Symposium just before graduation.  The student who graduated did not do well.  While he had good grades (Dean's list), completed all of his coursework and was well rounded, and had the coursework to be capable of in depth thinking, he did not perform well in his capstone project.  He presented only a poster and was not around to defend his work.

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.

See previous.

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

Normally 10 or so faculty members in various departments evaluate the work.  He was not near the top.

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)

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: Scores based on academic conference criteria. Intro., interpretation, etc.

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

We no longer release scores so as to protect the anominity of judges.

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

We will not change much.  We did as well as we could with the student and we failed.

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.

We will keep the same.  We believe that we have a peer reviewer system.

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.

I take it that you guys do not count what we do.  Journals do, department personnel committees do, TPRCs do, but you guys don't.  Moreover, many of our courses are not taught in the department and we have no control over them.