Unit: Oceanography
Program: Global Environmental Science (BS)
Degree: Bachelor's
Date: Tue Oct 13, 2009 - 2:27:35 pm

1) List your program's student learning outcomes (SLOs).

Students completing the Global Environmental Science degree program will be able to:

1.  Define and explain the basic principles and concepts of chemistry, physics, biology, calculus, geology, geophysics, meteorology, and oceanography.

2.  Apply their understanding of the fundamentals of science and mathematics to the description and quantification of the interactions of the atmosphere, hydrosphere, lithosphere, and biosphere, including humans.

3.  Employ the scientific approach to problem solving, and hypothesis formation and testing.

4.  Conduct scientific research, and analyze and evaluate results.

5.  Demonstrate information literacy by collection and evaluation of scientific literature.

6.  Express themselves clearly and concisely in written form.

7.  Demonstrate skilled delivery of well organized informal and formal oral presentations.

2) Where are your program's SLOs published?

Department Website URL: http://www.soest.hawaii.edu/oceanography/GES/
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: In program office (MSB 205D)

3) Upload your program's current curriculum map(s) as a PDF.

Curriculum Map File(s) from 2009:

4) What percentage of courses have the course SLOs explicitly stated on the course syllabus, department website, or other publicly available document? (Check one)


5) State the SLO(s) that was Assessed, Targeted, or Studied

Assessment efforts in Academic Yr 08-09 focused on SLOs # 1, 4, and 6.

6) State the Assessment Question(s) and/or Goal(s) of Assessment Activity

SLO #1:  Goal was to develop tools to assess whether the science and math backgrounds of GES students are sufficient for their success in upper division GES courses.

SLO # 4:  Goal was to assess whether the senior thesis requirement provides an adequate research experience.

SLO # 6:  Goal was to improve clarity of expectations and provide more useful feedback in writing assignments.

7) State the Type(s) of Evidence Gathered

SLO #1:  A test was developed to evaluate students’ basic knowledge of science and mathematics.  The test was given at the beginning of OCN 310 in the Fall 2008 and Fall 2009 semesters.

SLO #4:  Student written theses were submitted by every GES graduate.

SLO #6:  OCN 320 and OCN 401 are required writing intensive courses.  Numerous writing assignments are also completed for OCN 310. In an initial effort to improve writing instruction in the GES program, rubrics for writing assignments in OCN 401 were developed.

8) State How the Evidence was Interpreted, Evaluated, or Analyzed

SLO #1: Tests were evaluated by the course instructor and the GES chair.

SLO #4:  Every thesis was read by the faculty research mentor and by the GES chair.

SLO # 6:  Rubrics are currently being used in OCN 401.

9) State How Many Pieces of Evidence Were Collected

SLO # 1:  In Fall 2008, the test was given to all 8 students.

SLO # 4:  10 senior theses were collected and read.

SLO # 6:  The rubric was not applied until Fall 2009.

10) Summarize the Actual Results

SLO # 1:  Overall, students are adequately prepared.

SLO # 4:  All theses were judged to reflect significant accomplishment of scientific research.

SLO #6:  NA

11) Briefly Describe the Distribution and Discussion of Results

SLO #1:  Most students demonstrated adequate preparation in chemistry and mathematics, but a few were weak in two areas:  calculations using exponential notation and balancing of chemical equations. 

SLO # 4:  Student theses ranged from formulation of a simple question, basic collection and evaluation of a small data set, and rudimentary interpretation of results to elegant, publishable pieces of research.  In all cases, students were judged to have experienced the essence of scientific research.

SLO # 6: NA

12) Describe Conclusions and Discoveries

SLO # 1:  When questioned, students admitted being rusty in mathematics, but needed supplementary instruction in chemical stoichiometry.

SLO # 4:  The current thesis requirement is serving our purposes well.

SLO # 6:  NA

13) Use of Results/Program Modifications: State How the Program Used the Results --or-- Explain Planned Use of Results

SLO # 1:  Results were used to plan inclusion of chemistry review material in lectures and to design problem sets to solidify math and science skills.

SLO #4:  No program modifications of the thesis requirement are planned.

SLO #6:  The writing rubrics are being used in OCN 401 this (Fall 09) semester.  Rubrics have been explained to the students, and the students have been asked to apply the rubrics in peer review of assignments.  These activities have been well received by the students.  Copies of writing assignments from early and late in the semester will be kept for evaluation by the course instructor and the GES chair.  Use of the rubrics will be discussed with other writing intensive course instructors with the plan to utilize similar rubrics in OCN 310, 320 and 401 in 2010.

14) Reflect on the Assessment Process

Assessment activities to date have gone smoothly.

15) Other Important Information

16) FOR DISTANCE PROGRAMS ONLY: Explain how your program/department has adapted its assessment of student learning in the on-campus program to assess student learning in the distance education program.

17) FOR DISTANCE PROGRAMS ONLY: Summarize the actual student learning assessment results that compare the achievement of students in the on-campus program to students in the distance education program.