Program: Environmental Horticulture Science
Department: Plant Sciences & Plant Pathology
College: Agriculture

Prepared by: Tracy Dougher & Bill Hoch
Phone: 6772
Email: tracyaod@montana.edu

Created: 8‐Aug‐14

When completed, email to Ron Larsen at ronl@montana.edu .

 

  1. Have the content knowledge required to be successful in a horticulture field.
  2. Have the skills needed to be able to function successfully in their horticulture field.
  3. Be able to identify and analyze plant growth problems and develop solutions or or strategies to solve those problems.
  4. Be able to communicate effectively orally and in writing.
  5. Be able to design a plant experiment and analyze data.

 

 

Course Outcome Assignments Used for Assessment - to be developed
1 2 3 4 5
BIOB 170IN ‐ Principles of Biological Diversity

 

        

 
BIOB 110CS ‐ Principles of Living Systems            
HORT 105 ‐ Miracle Growing I I I I    
HORT 231 ‐ Woody Ornamentals I D I      
HORT 232 ‐ Herbaceous Ornamentals I D I      

HORT 245 ‐ Plant Propagation

 D D   D* I

3‐case study question

BIOO 220 ‐ General Botany

            

HORT 310 ‐  Turfgrass  Management

 I D D    

3‐case study question

HORT 343 ‐ Commercial Plant Production

 D D D    

3‐case study question

HORT 447 ‐ Advanced Plant Propagation

 D M M M* D  

HORT 485R ‐ Horticulture Captstone I

 M     M* M  4 ‐written proposal

HORT 486R ‐ Horticulture Captsone II

 M     M* M 4‐research presentation, 5‐research presen 1‐content knowledge test
BIOM 421 ‐ Concepts of Plant Pathology            
BIOO 433 ‐ Plant Physiology            
HORT 498 ‐ Internship M* M* M* M*   2‐skills questions on cooperator and student evaluations

*outcome is not explicitly stated in the learning outcomes but is currently part of the course, will include changes during 2014‐2015

Performance Thresholds

Outcome Threshold
1 70% of students score at the "acceptable" or higher
2 70% of students score at the "acceptable" or higher
3 70% of students score at the "acceptable" or higher
4 70% of students score at the "acceptable" or higher
5 70% of students score at the "acceptable" or higher

 

Schedules

Program Learning Outcome Assessment Schedule

 

Outcome Cycle 1 Cycle 2
2014‐2015 2015‐2016 2016‐2017 2017‐2018 2018‐2019 2019‐2020
1

X

    

X

    
2 X     X    
3   X     X  
4     X     X
5     X     X

 

Assessment Process Review Schedule

 

Element Cycle 1 Cycle 2
2014‐2015 2015‐2016 2016‐2017 2017‐2018 2018‐2019 2019‐2020
Outcomes

X

    

X

    
Rubrics   X     X  
Curriculum Map     X     X
Schedules     X     X

 

Process for Assessing the Data

Annual Assessment Process

  1. Data is collected from identified
  2. Random samples of collected assignments are scored by two faculty members using prepared scoring
  3. The assessment coordinator tabulates the scores. Areas where the acceptable performance threshold has not been met are
  4. The scores are presented to the faculty for assessment.
  5. The faculty reviews the assessment results, and makes decisions on how to
    • If an acceptable performance threshold has not been met, a faculty response is required. Possible responses:
      • Gather additional data next year to verify or refute the result.
      • Change something in the curriculum to try to fix the problem.
      • Change the acceptable performance threshold.
      • Choose a different assignment to assess the outcome.
    • Faculty can respond to assessment results even if the acceptable performance threshold has been
    • It is OK to determine that changes are not needed when students are demonstrating proficiency with each learning
  6. A summary of the year’s assessment activities and faculty decisions is reported to the Provost’s Office in your Department’s Annual Assessment Activities

 

Download the original Assessment Plan document (PDF)