Unit: Life Sciences
Program: Biology (BA, BS)
Degree: Bachelor's
Date: Mon Oct 14, 2013 - 1:51:37 pm

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

Biological Knowledge: Synthesis and Application

Student will be able to:

Explain the biological sciences by explaining biological processes from molecules to eco-systems in an evolutionary context, including being able to use examples from Hawai‘i.

Design solutions to real-world problems by applying biological knowledge.

Critical Thinking and Reasoning Skills

Student will be able to:

Apply the scientific method to recognize gaps in knowledge, generate new hypotheses and test them.

Form strong biological arguments by critically evaluating scientific evidence and arguments, and applying logic and quantitative methods.

Values

Student will:

Be inquisitive about the biological world and practice social responsibility regarding the biological world.

Strive for excellence, work ethically individually and in teams, and demonstrate respect for diversity of opinions.

Communication skills

Student will:

In oral and written forms, be able to communicate clearly and professionally among peers and others.

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

Department Website URL:
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, 2012 and September 30, 2013? (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, 2012 to September 30, 2013: 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.

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

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.

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

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.

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.

This year, with assistance from the Manoa Assessment Office, the faculty of the Department of Biology created new Student Learning Outcomes (SLOs) for the undergraduate programs, which are listed above.  Now that these collaborative SLOs are established, we are working to create a new and more extensive curriculum map for each of our majors.  The curriculum map included with this report was based on previous outcomes.  A new map will be drafted given the recent change in SLOs. Once complete, the curriculum map will guide us in beginning to assess the undergraduate programs, including the BA Biology degree.

The Department of Biology is also in the process of creating a new website.  Once created, our new SLOs will be displayed there.  This is expected to be online and available by December 2013.

BA Biology:

Fall 2012 Freshmen Entering as BA Biology students:

Retained at UHM (as of September 25, 2013): 78% (n=42)

Still BA Biology: 54% (n=29)

Now BS Biology: 4% (n=2)

Starting Math Semester

Freshmen - Fall 2012

Freshmen - Fall 2013

Summer 2012

0% (n=0)

Fall 2012

37% (n=20)

Spring 2013

24% (n=13)

Summer 2013

2% (n=1)

Fall 2013

9% (n=5)

50% (n=21)

Has not started MATH

6% (n=3)

48% (n=20)

AP

2% (n=1)

2% (n=1)

Did not enroll in MATH (now changed major):

20% (n=11)

N/A

Fall 2012 Freshmen - Starting math course corresponding with starting chemistry course (includes students that have since changed majors or dropped out)

CHEM 131

CHEM 161

MATH 135:

61% (n=8)

17% (n=6)

MATH 140:

0% (n=0)

22% (n=8)

Calculus I (MATH 215, 241, 251A):

8% (n=1)

36% (n=13)

Calculus II (MATH 216, 242, 252A):

0% (n=0)

5% (n=2)

Has not started MATH:

8% (n=1)

6% (n=2)

Did not enroll in MATH (now changed major):

23% (n=3)

14% (n=5)

BS Biology:

Fall 2012 Freshmen Entering as BS Biology students

Retained at UHM (as of September 25, 2013): 88% (n=96)

Still BS Biology: 44% (n=48)

Now BA Biology: 11% (n=12)

Starting Math Semester

Freshmen - Fall 2012

Freshmen - Fall 2013

Summer 2012

1% (n=1)

Fall 2012

41% (n=45)

Spring 2013

17% (n=19)

Summer 2013

3% (n=3)

Fall 2013

9% (n=10)

64% (n=86)

Has not started MATH

6% (n=7)

32% (n=43)

AP

2% (n=2)

4% (n=5)

Did not enroll in MATH (now changed major):

20% (n=22)

N/A

Transfer credits for MATH

0% (n=0)

Fall 2012 Freshmen - Of the students that started in CHEM 131, the started in the following math courses (includes students that have since changed majors or dropped out)

CHEM 131

CHEM 161

MATH 135:

31% (n=9)

8% (n=6)

MATH 140:

14% (n=4)

19% (n=14)

Calculus I (MATH 215, 241, 251A):

3% (n=1)

45% (n=33)

Calculus II (MATH 216, 242, 252A):

0% (n=0)

14% (n=10)

Has not started MATH:

21% (n=6)

2% (n=1)

Did not enroll in MATH (now changed major):

31% (n=9)

12% (n=9)