Poster Exhibit

The poster will describe the process that the dietetics program faculty and staff underwent to develop a systematic and streamlined process for assessing student learning of 22 accreditation-required outcomes. The process includes collaborative curriculum mapping, assignment refinement, rubric development, and the establishment of an electronic professional portfolio system.

Streamlining student learning outcome assessment through ePortfolios in Dietetics Program

The poster will describe the process that the dietetics program faculty and staff underwent to develop a systematic …

The Department of Linguistics Comprehensive Exam consists of two Qualifying Papers. In recent years the QPs have fallen out of step with trends in the field, resulting in students struggling to pass. We describe our actions to overhaul our Comprehensive Exams, including clarifying procedures, realigning SLOs, and developing better rubrics.

Overhauling the comprehensive exam in the Department of Linguistics: First steps

The Department of Linguistics Comprehensive Exam consists of two Qualifying Papers. In recent years the QPs have fallen …

In 2018, the Communication program in the School of Communications conducted a program assessment of undergraduate senior capstone ePortfolios to evaluate the evidence of quality learning within the Communication major. The poster presents our assessment results and pre- and post- evaluation activities toward curriculum improvement.

Advancing Learning in the Communication BA through ePortfolios

In 2018, the Communication program in the School of Communications conducted a program assessment of undergraduate senior capstone …

The poster describes the content mapping process that aligned the learning priorities in the problem-based-learning pre-clerkship medical curriculum to accreditation standards and JABSOM’s graduation objectives. The resulting map serves as a resource for course directors to monitor content themes, determine curriculum gaps and redundancies, and address accreditation requirements.

Content Maps of Health Care Problems in the Pre-clerkship Curriculum: Monitoring Themes, Gaps, Redundancies and Accreditation Requirements

The poster describes the content mapping process that aligned the learning priorities in the problem-based-learning pre-clerkship medical curriculum …

This poster describes a systematic process of developing the assessment of student professionalism in Speech-Language Pathology. The process highlights: (1) developing professionalism indicators using the core values of the University and Department; (2) validating the indicators through reviewing professionalism described in peer programs and professional organizations, and (3) systematic data collection, tracking, and analysis.

Using a Systematic Process to Develop a Method for Assessment of Professionalism in Speech-Language Pathology Graduate Students

This poster describes a systematic process of developing the assessment of student professionalism in Speech-Language Pathology. The process …

Improving Oral Communication of Undergraduate Research Results

We demonstrate how faculty use efficient and effective assessment of learning to improve the written and oral communication …

This project was to increase the learning and the assessment capabilities in two core Child and Family courses.

Strengthening the Child and Family Specialization Curriculum through Developing Standard, Explicit, and Sustainable Assessments and Outcomes

This project was to increase the learning and the assessment capabilities in two core Child and Family courses. By …

This poster describes the effort of the Ph.D. Committee in Social Welfare in investigating and improving students’ performance in the qualifying exam. Motivated by an analysis of students’ (cohorts Fall 2010 – 2014) pass rate, faculty reviewed the exam questions, analyzed the course syllabi and exam questions. The committee changed the exam timeline and revised the exam questions so that the exam better reflected the curriculum.

Improving Qualifying Exam Performance—From Assessment Data to Curriculum Alignment

This poster describes the effort of the Ph.D. Committee in Social Welfare in investigating and improving students’ performance …

Less than 75% of Biological Engineering students have been assessed as meeting student learning outcome targets in the identifying, formulating, and solving engineering problems. The program faculty have collaborated to adopt a developmental approach to assessment, rubric development, curriculum mapping, and instruction, including a signature assignment at the junior level.

Scaffolding and Assessing Engineering Design: Effecting Program Change from Course Innovations

Less than 75% of Biological Engineering students have been assessed as meeting student learning outcome targets in the …

Children in Hawaii experience the worst oral health outcomes nationally. Seven out of 10 third graders experience tooth decay, 7% need urgent dental care and 60% lack dental sealants. Limited pediatric didactic and clinical educational experiences for BS dental hygiene students affects attitudes towards treating pediatric patients. Curriculum changes should be considered in order to improve the comfort and skill level of future BS students in treating pediatric patients.

Pediatric Dental Care Curriculum Component Integrated in the Existing Dental Hygiene Program

Children in Hawaii experience the worst oral health outcomes nationally. Seven out of 10 third graders experience tooth …

The poster describes the steps and resulting standardized student admission procedure for the Communication Sciences and Disorders’ Master program. The process features: (1) admission interview questions crafted based on agreed-on desirable student qualities and (2) the evaluation rubric stemmed from the department core values.

Standardizing admission process to defy the “crystal ball” in student selection to Communication Sciences and Disorders’ Master Program

The poster describes the steps and resulting standardized student admission procedure for the Communication Sciences and Disorders’ Master …

A process to conduct an overhaul of the JABSOM curriculum map of the medical education program was conducted, in part, to address a recent accreditation citation. The curriculum map was revised by faculty, reviewed by the Curriculum Committee, and will be utilized at the upcoming annual Curriculum Committee retreat.

JABSOM Medical Education: A Systematic Review Process for a Medical Education Curriculum

A process to conduct an overhaul of the JABSOM curriculum map of the medical education program was conducted, …

Faculty have difficulty in clarifying how their assessments and instructional strategies are aligned with both course and General Education learning outcomes in the Instructor-Based designation process. The low number of clear proposals proves the need for the General Education Office to offer an alignment framework with guiding questions.

Developing an Alignment Framework to Support General Education

Faculty have difficulty in clarifying how their assessments and instructional strategies are aligned with both course and General …

The Marine Biology Graduate Program has established an ad-hoc committee to review existing protocols of the comprehensive exam and is collating the most effective elements and best practices from each of academic units across the program. This committee will make recommendations to the MBGP faculty at large for discussion, consideration, and ultimately implementation.

Revising the oral comprehensive exam in the UHM Marine Biology Graduate Program

The Marine Biology Graduate Program has established an ad-hoc committee to review existing protocols of the comprehensive exam …

This study employed propensity score matching and regression analysis to determine whether or not a retention scholarship pilot program at a mid-size public research university was effective at increasing first year retention.

Scholarships as a Retention Tool

This study employed propensity score matching and regression analysis to determine whether or not a retention scholarship pilot …

The Undergraduate Research Opportunities Program (UROP) utilized historic program data to identify potential gaps in campus awareness of and participation in UROP funding opportunities. Using this information, UROP launched a targeted information campaign, which increased the overall number of applications and the number of student applicants from select underrepresented units.

Using Data to Promote Awareness of and Participation in Undergraduate Research & Creative Works

The Undergraduate Research Opportunities Program (UROP) utilized historic program data to identify potential gaps in campus awareness of …

For the BS in Animal Sciences supervisor evaluations from the capstone field experience provide a valuable external check on student achievement of learning objectives. A summary of five years of evaluations of ethical behavior and oral and written communication confirms student success.

Using Field Supervisor Evaluations for Assessment

For the BS in Animal Sciences supervisor evaluations from the capstone field experience provide a valuable external check …

This poster outlines the process through which faculty examined how the embedded assignments, field components, and signature assignment across a three-course sequence aligned. The course sequence of the three Learner in the Environment courses are outlined. Faculty utilized the federal funded Collaboration for Effective Educator Development, Accountability and Reform (CEEEDAR) Center tools to ensure that across the three courses students engaged in meaningful course and field assignments aligned with current research. Scoring criteria are provided along with initial and post-implementation ratings and a sample report. The courses were examined using the Culturally Responsive Teaching Practices, the Classroom Management, and the High Leverage Practices rubrics. Finally, from identified areas in need of additional clarity or additional coverage, this poster highlights how results from the report were utilized toward syllabi revision, which increased the number of elements addressed across the course sequence.

Course Series Alignment: Examining a Three Course Sequence

This poster outlines the process through which faculty examined how the embedded assignments, field components, and signature assignment …

In this poster, assessment activities in Natural Resources and Environmental management (NREM) were designed to address three critical questions: (1) Are NREM graduate degree program student learning outcomes (SLOs) still appropriate?; (2) Do current core departmental graduate courses adequately address graduate degree program SLOs?; and (3) If current core and elective courses do not adequately cover the existing SLOs, how can they be modified to do so? The NREM Curriculum Committee gathered answers through multiple, collaborative activities inclusive of both graduate students and faculty. In total, the assessment process and implementation included input collected during departmental faculty meetings, faculty and student meetings, collaborative Google documents, faculty workshops, and departmental retreats. This poster describes the concrete strategies and steps through which facilitated collaboration occurred over key milestones of the overall program assessment process. This poster summarizes challenges encountered, such as engaging instructional, research and extension faculty from Oahu and neighbor islands and outlines success strategies and suggestions for other programs to utilize a facilitated collaborative process to move program assessment forward.

A Collaborative Assessment Process for Sustained Curriculum Improvement in Natural Resources and Environmental Management

In this poster, assessment activities in Natural Resources and Environmental management (NREM) were designed to address three critical …

Faculty and doctoral students of the Department of Urban and Regional Planning (DURP) initiated a review of their PhD program requirements and curriculum. This poster highlights the usefulness of faculty-student collaboration for program assessment to enable program improvement. The assessment coordinator organized a colloquium in which PhD candidates presented their dissertation research. Faculty evaluated the presentations based on the PhD program student learning outcomes (SLOs). Written comments from faculty evaluators were then coded as strengths and weaknesses corresponding to each SLO component to generate a preliminary qualitative assessment. At a subsequent meeting, faculty and doctoral students reviewed the preliminary qualitative assessment, PhD curriculum, core course syllabi, and PhD guidelines. They identified shortcomings in the existing curriculum, mapped degree requirements and program SLOs, and proposed revisions to better align the curriculum with program SLOs. They also outlined next steps toward improving the curriculum such as increasing the number of core course credits and providing more teaching opportunities for PhD candidates through summer school and online courses.

An Assessment-Informed Collaborative Initiative: Curriculum Mapping for PhD Program Improvement

Faculty and doctoral students of the Department of Urban and Regional Planning (DURP) initiated a review of their …

Department of Mathematics Program Assessment via Exam

Department of Mathematics Program Assessment via Exam

Department of Mathematics Program Assessment via Exam by Heiner Dovermann

This poster presents undergraduate assessment results for critical thinking, information literacy, quantitative reasoning, and written communication based on a 2015-2016 qualitative review, led by the Assessment Office, of WASC-defined core competencies using the VALUE Rubrics and the expertise of instructional faculty from across campus. These results are presented as baseline data as well as the jumping off point for faculty and administrators regarding discussions about how to ensure all students graduate with the knowledge and skills we intend them to have. Suggestions for utilizing the findings toward improvement as well as next steps are discussed.

The Institutional Learning Objectives and Undergraduate Assessment

This poster presents undergraduate assessment results for critical thinking, information literacy, quantitative reasoning, and written communication based on …

At the University of Hawaii at Manoa (UHM), the undergraduate geoscience programs are housed within the School of Ocean and Earth Science and Technology (SOEST). In this poster trends in student and programmatic data from the undergraduate Global Environmental Science (GES) Program in SOEST were analyzed. It was determined that additional support was needed for the following: (1) students in their first year of the GES program; (2) a geoscience pathway from the local UHCCs to UHM; and (3) a process to increase recruitment, retention, and graduation rates of geoscience majors in general and Native Hawaiians in particular. Initial results from a multifaceted approach are presented in order to address these issues including curricular changes, geoscience pathways from UHCCs to UHM, summer geoscience research program, and an early warning student performance monitoring system.

Assessment in Paradise: Using Data to Drive Undergraduate Geoscience Initiatives and Programmatic Changes

At the University of Hawaii at Manoa (UHM), the undergraduate geoscience programs are housed within the School of …

This poster presents the assessment of curriculum through the Interprofessional Education committee, which was created in 2015 with the support of the Deans of the John A. Burns School of Medicine, School of Nursing and Dental Hygiene, Myron B. Thompson School of Social Work, the Daniel K. Inouye School of Pharmacy and Director of the Office of Public Health Studies in order to help prepare students for working collaboratively in complex healthcare settings. The process through which the curriculum is assess against the Interprofessional Education Collaborative competencies is outlined. In addition to discussing the identified curriculum gaps and plan for action, a detailed curriculum map is provided.

Working Across Professions to Develop the Interprofessional Education Curriculum Pathway

This poster presents the assessment of curriculum through the Interprofessional Education committee, which was created in 2015 with …

This poster presents examples of academic programs in higher education using learning assessment results for program improvement. The poster defines excellent-use-of-assessment at a large research intensive higher education institution, summarizes ways of using assessment through the content analysis of 238 academic programs assessment reports, provides low-hanging fruit examples in of ways to use results, maps excellent example programs on campus, and illustrates excellence with nine concrete program examples. Not only does the poster show possible ways for programs to use results, it also serves as a showcase of excellence in using assessment results on campus, thus promoting the assessment-for-improvement concept and culture.

Excellent Uses of Assessment Results: A UH Manoa Showcase

This poster presents examples of academic programs in higher education using learning assessment results for program improvement. The …

Exploring possibilities for, and effects of, Integrated Performance Assessments (IPAs) in the Department of East Asian Languages and Literatures, this poster reports an action study using IPAs in an undergraduate beginning Mandarin program. The poster first features a review of IPAs, followed by an overview of curriculum redesign and IPA test reconstruction. The poster then presents a concrete model for IPAs in a Chinese 101 and 102 Beginning Mandarin. Successful teaching activities and assessment task samples will be presented. The effects of this adaptation are demonstrated using quantitative and qualitative data, including oral assessment videos, writing samples, supplementary listening and reading materials, rubrics for scoring, test scores, student self-reflections, and more. The data show that students (1) generally favored using IPAs, (2) took initiative to review the IPA rubrics and to reliably engage in filling out "can-do" checklists, (3) demonstrated a positive correlation between IPAs and traditional test scores. The poster concludes that IPAs can be equally successful, and can offer more, in university foreign language classes.

Implementation of Integrated Performance Assessments (IPA) in Beginning Level Chinese Language Classes

Exploring possibilities for, and effects of, Integrated Performance Assessments (IPAs) in the Department of East Asian Languages and …

This poster shares results of a survey conducted in Summer 2016 to individuals eligible to participate in the Come Back to Mānoa program. In addition to an evaluation of the program itself, the results provide an overview of why seniors left UH Mānoa so close to finishing their degree and their reasons for returning. This poster adds to the extant research, which largely concentrates on first year and sophomore students, by bringing light to senior attrition and how to support those students to persist to degree (Hunt et al., 2012). Practical applications for utilizing the information obtained from the survey in order to help improve the Come Back to Mānoa program are discussed.

Assessing the Come Back to Manoa Program: Why Seniors Leave and How to Help them Graduate

This poster shares results of a survey conducted in Summer 2016 to individuals eligible to participate in the …

The Master of Science in Communication Sciences and Disorders (CSD) is nationally accredited and trains future speech language pathologists. This project aims to evaluate and improve the curriculum map for the program. A curriculum map shows how each course contribute to the student learning outcomes (SLO). To facilitate the process, the department’s educational coordinator met individually with each instructor to complete a “Course Map” for their course(s). Each course map aligned the class assignments with the SLOs, as assignments are the meaningful and measurable deliverables of students learning. Faculty also indicated how each assignment emphasized the target SLOs by assigning a weight. All weighted course maps were then merged to create a weighted curriculum map, which provided information on which SLOs were significantly addressed in the program and which were addressed with less emphasis. Outcomes of faculty discussions of weighted curriculum map included: recognizing course redundancy, combining courses to increase learning opportunity and using faculty time more effectively, rewriting of SLOs to better match accreditation standards and required student competencies, as well as a new assessment project focusing on the SLO related to professionalism.

Use of a Weighted Curriculum Map for Programmatic Improvements in Communication Sciences and Disorders

The Master of Science in Communication Sciences and Disorders (CSD) is nationally accredited and trains future speech language …

This poster describes strategies to build faculty capacity in curriculum design and alignment and ways to plant the seeds for faculty collaboration and engagement in program assessment within the newly formed Astronomy BA & Astrophysics BS program in an effort to address the challenge of the difficulty students face in engaging faculty in discussion and planning of teaching and learning due to the nature of the program schedule. This poster provides personal insights and observed impact from efforts to effect change. In addition to providing examples in skill mapping, writing rubrics, curriculum alignment, and course deisgn, effective ways to engage willing faculty in using course assignments to investigate progress towards key student learning objectivese are also outlined.

Engaging science faculty in program assessment – planting seeds and cultivating growth

This poster describes strategies to build faculty capacity in curriculum design and alignment and ways to plant the …

The development and implementation of surveys to assess learning within the College of Education (COE) for students in the final semester of their programs and for mentor teachers who supervise teacher candidates in their final semester of student teaching are detailed in this poster. Outlined through the use of text and data visualization are: (a) the utilization of surveys as indirect evidence of student learning, (b) key considerations and principles when developing new survey instruments and survey scales, (c) recommendations for successful administration of surveys, (d) methods for interpreting survey results, and (e) suggested ways of using survey results for program improvement and assessment reporting.

Program Completion and Mentor Surveys as Indirect Evidence of Learning: From Development to Use

The development and implementation of surveys to assess learning within the College of Education (COE) for students in …

The undergraduate programs from two departments, Tropical Plant and Soil Sciences (TPSS) and Plant and Environmental Protection Sciences (PEPS), merged into a single, new program that began in Fall semester 2016. In this poster, the development of grading rubrics for the signature assignments associated with the various tracks of this new program, named Tropical Agriculture and the Environment (TAE), are presented. The signature assignments used were: (1) an internship; and/or (2) an internship plus a capstone course (PEPS 495). Rubric assessment, review, revision and subsequently approval by the TAE curriculum committee in November 2016 are outlined. Findings of the assessment project are provided including successful strategies using a top-down approach. Action plans and next steps are also described.

New Grading Rubrics for Signature Assignments: Tropical Agriculture and the Environment

The undergraduate programs from two departments, Tropical Plant and Soil Sciences (TPSS) and Plant and Environmental Protection Sciences …

This poster describes the program student learning outcomes development process in the Dental Hygiene BS degree program. It details the challenges that the program faced in the past, the success strategies to engage faculty, and the benefit of assessment process. The Dental Hygiene BS degree has 16 faculty members, most majority of whom are practitioners as dental hygienists or dentists. Project objectives and the methods of revising Student Learning Outcomes (SLOs) are outlined, a detailed description of Program SLOs is provided, and follow-up actions along with next steps are provided.

From revising program SLOs to a culture of open communication in Dental Hygiene

This poster describes the program student learning outcomes development process in the Dental Hygiene BS degree program. It …

Given the complex nature of the requirements for the 6 degree programs offered by the department of East Asian Languages and Literatures (EALL), the issue of student and advisor concern over the accessibility of accurate information regarding these requirements is addressed. This poster describes the strategies and effort taken by the EALL graduate chair and faculty to merge the 6 graduate programs into two: one MA and one Ph.D. program in EALL through powerful program assessment processes: consolidating student learning outcomes (SLOs) and unifying curricula through curriculum mapping (CM) activity. The poster first highlights the enormous challenges in the merge process: consolidating 13 sets of SLOs and unifying 13 sets of courses/degree requirements while leveraging diverse input and preferences of graduate faculty. SLOs consolidation and CM development process are then detailed along with how faculty were aided in seeing the big program picture and focusing on program commonality instead of individual differences. Faculty engagement strategies, such as meeting with senior faculty individually, SLO content analysis, research of peer institution, and developing mock products first are provided. With the unified degree programs and revised assessment tools, EALL is becoming a unified department sharing common educational goals across different languages and tracks.

Merging graduate degree programs with the Program Assessment tool set

Given the complex nature of the requirements for the 6 degree programs offered by the department of East …

The UH Manoa Anthropology Program, established in 1934, is the leading department of anthropology in Hawai'i, the Pacific, and Asia with full subfield offerings in archaeology, cultural anthropology, and biological anthropology. Presently, it offers BA, MA and PhD degree programs. In 2016, twenty-six (26) students were enrolled in the doctoral program. This poster describes the processes by which assessment procedure/tools were selected and/or developed to measure SLO achievements of these doctoral students. Building on the assessment activities conducted during 2014-2015, specific efforts that led to programmatic improvements and enhanced student learning outcomes are outlined, including faculty engagement strategies that were employed. Faculty expectations of students were better clarified in the newly developed PhD dissertation defense rubrics. Next steps involving close-the-loop strategies to further enhance student learning are also described.

The Anthropology PhD Dissertation Defense Rubric: Enhancing Student Learning

The UH Manoa Anthropology Program, established in 1934, is the leading department of anthropology in Hawai’i, the Pacific, …

In Spring 2016, the General Education Office identified a need to improve its indirect assessment efforts. Working with the co-creators of the Student Assessment of their Learning Gains (SALG) instrument, the office developed and piloted an assessment plan beginning with the Hawaiian, Asian, and Pacific Focus requirement. Through the pilot, the General Education Office aimed to increase familiarity with SALG in order to educate others about its value in improving the quality of instruction; recruit faculty to pilot the use of SALG in HAP-designated courses; and identify how meaningful, usable assessment data could be extracted from SALG to address programmatic and learning needs within the General Education program. This poster provides information on the SALG instrument, outlines the process taken and challenges involved in implementing a new assessment plan, and identifies important next steps in the process.

Adopting a New Assessment Approach: Using SALG to Evaluate General Education Learning Outcomes

In Spring 2016, the General Education Office identified a need to improve its indirect assessment efforts. Working with …

Establishing Signature Assessment For Graduate Programs: The use of the MS. and PhD. proposal as a tool for evaluating Graduate Program performance

Establishing Signature Assessment For Graduate Programs: The use of the MS. and PhD. proposal as a tool for evaluating Graduate Program performance

It is often hard to gauge the performance of a graduate student in a timely manner, or provide …

Rubrics to Curriculum Map: Assessment Tools Inform ACM Curriculum Plans

Animation is one of the three degree tracks in ACM Department. It has 2 full-time faculty positions and …

Fostering Grant Writing Skills: A Student Learning Objective of the Intercollege Nutrition PhD Program

Fostering Grant Writing Skills: A Student Learning Objective of the Intercollege Nutrition PhD Program

The Intercollege Nutrition PhD Program has seven student learning objectives (SLO). One SLO is to foster grant writing …

The purpose of this poster is to describe for faculty, staff and students what the ILOs are, why they are important and how faculty can help implement the ILOs. This poster details the ILOs, differentiates ILOs from SLOs and PLOs, and describes how ILOs and assessment fit into the unique context of the Mānoa campus.

Institutional Learning Objectives (ILOs): Shaping the Mānoa experience, adding meaning, quality and integrity to the Mānoa undergraduate degree

The purpose of this poster is to describe for faculty, staff and students what the ILOs are, why …

The Myron B. Thompson School of Social Work (SW) PhD program at the University of Hawaiʻi at Mānoa currently has 16 students and 10 graduate faculty members. Developing and implementing sustainable PhD assessment plans are necessary to reflect student learning and curriculum improvements. Articulating the PhD program rubrics into a program-level assessment plan is imperative. The SW PhD program has developed seven Student Learning Outcomes (SLOs), assessable outcomes, and a curriculum map. In Fall of 2015, the PhD program committee revisited the SLOs and made revisions in alignment with the sustainable assessment plan for the program as a foundational step for creating program rubrics. The committee developed program rubrics for benchmarks—(a) specialization, (b) comprehensive examination (i.e., dissertation proposal), and (c) final exam (i.e., dissertation defense)—that are tied to the SLOs. The committee began collecting data using developed rubrics in Spring 2016 as a pilot to gain additional clarity on the rubrics in order to make them efficient and manageable as key parts of PhD program curriculum. During the process of developing the rubrics, the PhD committee collaborated to facilitate the assessment planning process. During this assessment process, the committee has utilized existing materials and sources, such as student products (e.g., dissertation proposal), evaluation criteria (e.g., dissertation evaluation), yearly advising sessions, and student reviews materials. This poster presents the strategies utilized in the pilot project as well as lessons learned through the project.

Articulating Social Work PhD program rubrics into a sustainable assessment

The Myron B. Thompson School of Social Work (SW) PhD program at the University of Hawaiʻi at Mānoa …

Our accrediting body, the AACSB, when considering our assessment program, has praised our data collection and has provided feedback on developing substantive action plans, “closing the loop” and on College wide tracking of results. Our Faculty Assurance of Learning Committee is developing strategies to address each of these. It is also time to revisit our program assessment plans and we will begin with the BBA as it is our largest program.

From Rigorous Data Collection to Meaningful Results: Closing the Loop at Shidler

Our accrediting body, the AACSB, when considering our assessment program, has praised our data collection and has provided …

Poster will outline new learning objectives for the Geography department as a result of a faculty discussion of the uniqueness of the discipline and the knowledge we want the students (majors) to take away from. Poster will then discuss methods of direct assessment of certain learning objectives that are included in the capstone course for majors.

Rethinking the Discipline and Student’s Learning Goal

Poster will outline new learning objectives for the Geography department as a result of a faculty discussion of …

The Come Back to Mānoa program, established in Summer 2014 by the University of Hawaiʻi at Mānoa and housed administratively in Outreach College, assists undergraduate seniors who stopped attending college to return and graduate. This poster provides an overview of the program’s development, including creating mission and vision statements and objectives; outreach efforts and participation data; and plans to implement an assessment survey of respondents. In addition to assessing outcomes, the survey evaluated why students left using broad categories from the UHM 2012 Leavers Survey and adding a few more reasons based on relevant literature. Most research on student attrition concentrates on first year and sophomore students, but very little literature focuses on senior attrition and how we might help those students persist to degree (Hunt et al., 2012). The information obtained from the survey is used to improve the Come Back to Mānoa program and contributes to the academic literature. Initial challenges and strategies are also presented.

Developing and Assessing the Come Back to Manoa Program: Why Seniors Leave and How to Help them Graduate

The Come Back to Mānoa program, established in Summer 2014 by the University of Hawaiʻi at Mānoa and …

The Department of Biology at the University of Hawaiʻi at Mānoa began collaborative program assessment in the fall of 2012. Previously, the Department of Biology had student learning outcomes, but they were not defined and implemented by the entire faculty. Following the generation of collaborative student learning outcomes for the undergraduate BS in Marine Biology, the faculty created a curriculum map and began program level assessment in spring 2014. This poster presents the BS Marine Biology learning outcomes, a curriculum map, successful strategies, and next steps following the assessment.

Collaborative Curricular Improvement Guided by Assessment

The Department of Biology at the University of Hawaiʻi at Mānoa began collaborative program assessment in the fall …

The University of Hawaiʻi at Mānoa (UHM) Department of Communication Sciences and Disorders (CSD) offers a two-year clinical Master’s Degree in CSD. Graduates of the program become certified as speech language pathologists (speech therapists) by the American Speech-Language-Hearing Association (ASHA). This poster outlines the methods thorough which students’ clinical progress is tracked and struggling students are identified. The development and components of departmental remediation plans for such students is discussed along with follow up and determination results are presented.

Clinical Remediation Plan Processes in CSD

The University of Hawaiʻi at Mānoa (UHM) Department of Communication Sciences and Disorders (CSD) offers a two-year clinical …

Assessment efforts at the University of Hawaiʻi at Mānoa strive to help departments meet learning objectives the departments have set for themselves. As part of these efforts, departments have designed Program Learning Outcome (PLOs) for the departments as a whole, and individual faculty members have established Student Learning Outcome (SLOs) for the classes they teach; the SLOs are coordinated with the PLOs. Collecting data to assess how well the SLOs and PLOs are met has proven problematic though, in large part because the data collection effort is widely viewed as an additional workload increase for faculty, who are already stretched thin with research, teaching, administrative, and community service responsibilities. Unsurprisingly, many faculty are inclined to collect and provide small amounts of data. If the data are too meager, however, then an assessment that is both useful and fair is not possible. To deal with this, the Department of Geology and Geophysics is asking individual faculty members to provide a subset of data they regularly collect anyway as a normal part of the their grading procedures; in this sense no new data are required. In one-on-one meetings with the department’s assessment coordinator, instructors identify a suite of student responses (e.g., particular exam questions, particular laboratory assignments, parts of writing assignments, etc.) that would be appropriate and sufficiently comprehensive to assess how well the course is meeting its SLOs. The initial feedback has been that this approach is reasonable in terms of the time required and is perceived as fair.

A time-effective and fair way to collect assessment data

Assessment efforts at the University of Hawaiʻi at Mānoa strive to help departments meet learning objectives the departments …

The College of Education (COE) at the University of Hawaiʻi at Mānoa was facing a challenge of developing a shared goal for program improvement across the college’s teacher preparation programs. This poster summarizes the COE’s process of improvement, provides examples of professional dispositions comparison, critical action items, and identifies main insights gained through the assessment process. Within the framework of the principles of improvement science, we implemented a process of disciplined inquiry to examine the variances and outcomes between COE teacher preparation programs. We determined that the COE needed to better align candidate intake, assessment, and graduation processes across our five teacher education programs. We have now taken strategic steps to create a set of common assessments for use across all of our teacher licensure programs.

Utilizing Common Goals and Assessments Across Programs for Improvement

The College of Education (COE) at the University of Hawaiʻi at Mānoa was facing a challenge of developing …

The College of Education (COE) at the University of Hawaiʻi at Mānoa was facing a challenge of developing a shared goal for program improvement across the college’s teacher preparation programs. This poster summarizes the COE’s process of improvement, provides examples of professional dispositions comparison, critical action items, and identifies main insights gained through the assessment process. Within the framework of the principles of improvement science, we implemented a process of disciplined inquiry to examine the variances and outcomes between COE teacher preparation programs. We determined that the COE needed to better align candidate intake, assessment, and graduation processes across our five teacher education programs. We have now taken strategic steps to create a set of common assessments for use across all of our teacher licensure programs.

Beginning Journey of an Assessment Coordinator Affecting Change

The Department of Nursing is conducting a needs assessment to answer the following questions: 1) How are assessments …

Undergraduate programs in the College of Tropical Agriculture and Human Resources (CTAHR) are typically managed solely within a single department. For some programs, the numbers of graduating students each year are low and not considered viable. There is administrative and legislative pressure to dissolve small programs at the University of Hawai‘i at Mānoa, including the agriculturally-focused BSc programs in Tropical Plants and Soil Sciences and Plant and Environmental Protection Sciences. The two departments within CTAHR that manage these programs conjoined to proactively revise their undergraduate programs. The outcome was a merged, redesigned program in agroecosystems having a common core, five areas of specialization and a focus on issues in the tropics. From the inception, developing an operable plan for program assessment was a priority. Consequently, even before selecting the program name, the program-level student learning outcomes (SLOs) were created to form the basis for program construction. A combined departmental meeting generated a curriculum map identifying how each of the core courses articulated with the SLOs, evaluated gaps and issues in the curriculum. Potential signature assignments were identified as indicators for assessment and templates for these were drafted. A number of opportunities and challenges arose throughout this process. Key to the successful creation of this program was encouraging faculty to think more broadly about the content of and rationale for what we teach and the anticipated knowledge and skills of graduating students.

An Interactive Approach to Curriculum Mapping

Undergraduate programs in the College of Tropical Agriculture and Human Resources (CTAHR) are typically managed solely within a …

Basic program information: The Elementary Education Program (EEP) has about 30 instructional faculty and field supervisors who serve about 200 elementary teacher candidates every semester. The EEP offers undergraduate degrees in Elementary, Elementary and Special Education, Elementary and Early Childhood Education and certificates for teaching Multi-Lingual Learners. The EEP continuously uses assessment for formative and summative, and internal and external (national accreditation) purposes. Although we have established checks and balances to ensure that our graduates are prepared to be successful first year teachers, we are currently waiting for the Hawaii Teacher Standards Board (HTSB) and the Center for the Accreditation of Educator Preparation (CAEP) to make policy decisions about requirements for recommendation for licensure. We are waiting for their decisions before we proceed in collecting some data, but we continue to measure our students’ professional dispositions and InTASC standards measured during their final student teaching semester. The purpose of the assessment project is to present our program’s curriculum mapping and its role in program assessment and improvement. Curriculum maps of two of the programs within EEP will be shared. The process of mapping the curriculum provided opportunities to communicate curricular content, processes, skills, and strategies taught in required courses that contribute to and build our students’ skills over the four semesters in our programs. We identified the points where essential concepts and skills were introduced, reviewed, and mastered (for summative assessment). Collection and monitoring of evidence of student growth and achievement helped the faculty monitor our own effectiveness in teaching.

Curriculum Mapping for Program Assessment and Improvement

The Elementary Education Program (EEP) has about 30 instructional faculty and field supervisors who serve about 200 elementary …

This poster features the development and use of a rubric for program assessment. The Nursing PhD program at the University of Hawaiʻi at Mānoa (UHM) developed program learning outcomes via best practices of doctoral programs and national documents featuring hallmarks of PhD in Nursing education. The core competencies for Nursing PhD students were developed from the program learning outcomes. This poster profiles the development of three rubrics based on the program learning outcomes and core competencies for the dissertation defense, dissertation proposal defense and the student comprehensive examination. The decision/action process undertaken by the PhD curriculum committee is also illustrated.

Evidence-Based Rubric Development for the Nursing PhD Program

This poster features the development and use of a rubric for program assessment. The Nursing PhD program at …

Pacific Island Studies at the University of Hawaiʻi at Mānoa has 6 teaching faculty and 20 majors enrolled each semester, including 85% underserved students. Writing and critical thinking skills are very important to us. In May 2014 faculty collected student course assignments and evaluated them collaboratively using a rough rubric. The results showed that 50% students were not meeting our expectations. Subsequently, we revised SLO4 and explored external learning opportunities (e.g., Eng 100, Writing Center, our own writing intensive courses) and discovered that they are not sufficient in helping students to achieve our expectations. As a result, we developed the Yeah, WRITE! program to enhance disciplinary writing across the curriculum. The program consists of a series of in-class workshops built around reading and note-taking skills, citation, information literacy, and stages of the writing processes for various genres. Further, we used students work to develop and refine an evaluation rubric and aligned the Yeah, WRITE curriculum with the rubric. We also implemented writing intensive designations in all major core courses. Preliminary data showed that the program is successful: students were happy to learn diverse approaches to the writing process; grateful for handouts and models useful for other classes; relieved to have tools to address writer’s block. We plan to systematically assess SLO 4 every two years to monitor the effect of the new program. The poster shares the program curriculum, strategies to engage faculty, and invite collaboration with campus committees in refining and utilizing the Yeah, WRITE! program.

Yeah, WRITE! New Disciplinary Writing Curriculum As Outcome of Assessment Cycle

Pacific Island Studies at the University of Hawaiʻi at Mānoa has 6 teaching faculty and 20 majors enrolled …

The Ocean and Resources Engineering (ORE) Department at the University of Hawaiʻi at Mānoa (UHM) is a small, highly specialized graduate department within the School of Ocean and Earth Sciences and Technology. Historically it has had 7-8 faculty and approximately 35 students, about one third pursuing a PhD degree and two thirds pursuing a Master’s degree. At the present time, numbers are down slightly because of a general downturn in the field. ORE is accredited by ABET (Accreditation Board for Engineering and Technology). This rigorous accreditation occurs once every 6 years, requiring a 250-page comprehensive self-study report, a series of fully documented supporting rubrics and a site visit. ORE went through this process in Fall 2015 and received an unprecedented perfect score (the only department at UH to get this). This stellar level of accomplishment is attributed to strong rubrics measuring well-developed assessment procedures and very good support from the Department’s dedicated hands-on external advisory committees. The department has a very high level of satisfaction among its graduates, with virtually 100% of graduates having found good paying positions in the field upon graduation. Our poster highlights some of the department’s efforts to further enhance our procedures. Included is a sample rubric and assessment methods utilized by ORE, along with program outcomes and conclusions drawn from ABET success.

Developing Additionally Improved Rubrics Following a Very Successful ABET Accreditation of the Ocean and Resources Engineering Department

The Ocean and Resources Engineering (ORE) Department at the University of Hawaiʻi at Mānoa (UHM) is a small, …

The Communication Department’s mission is to meet the challenges and opportunities of communication in the emerging technological, multicultural, and global context of the twenty-first century. Our Master’s Program aims to build and exchange knowledge in the broad field of communication and our specific foci in organizational and intercultural communication, global communication, information and communication technologies, social media, and communication policy. This poster presents our first formal MA assessment using a new rubric. We note our seven program SLOs, linked to draft institutional Learning Outcomes (ILOs). In 2015, seven graduating students’ work was assessed (n=7). The Graduate Chair used evidence of successful course completion to assess SLO1, and the remaining SLOs were assessed shortly after the final thesis defense, based on the written document and oral defense. Committee members for each student assessed their work using the rubric. Results for each SLO are presented below. Overall, our graduates are meeting or exceeding our expectations. However, the small sample size dictates that we need to accumulate more evidence over time to document progress and accomplishments. We describe how we used our results and we outline our intended next steps.

Communication MA Curriculum Assessment

The Communication Department’s mission is to meet the challenges and opportunities of communication in the emerging technological, multicultural, …

Observing that many faculty within the Theater Department at the University of Hawaiʻi at Mānoa lacked a strong understanding of the assessment process, I developed a plan intending to “advertise” elements of assessment, making visible what is currently in place and seeking to spotlight several of these assessment components. However, because I was representing theatre, it seemed appropriate to use performance techniques to accomplish this. Using Augusto Boal’s suggestion of “Invisible Theatre” I have subtly tried to spark a conversation about assessment with a group that is not always eager to “color in the lines.” Invisible Theatre is a play that is played in a public space without informing anyone that it is a piece of theatre. In this poster, I showcase many of the scripts used in this “visible/invisible” project and display the department’s new SLO layout, curriculum map and assessment rubric.

Using the Invisible to Make Visible

Observing that many faculty within the Theater Department at the University of Hawaiʻi at Mānoa lacked a strong …

The School of Social work at the University of Hawaiʻi at Mānoa consists of three programs – BSW, MSW, & PhD with 23 full time Instructional and Specialist faculty. Thirteen of the 23 faculty have 50% or more of their time designated to teaching. Classroom Instruction is also provided by adjunct faculty who are vetted through a review process to assure their credentials meet the requirements to teach a specific course. The BSW and MSW programs are both accredited by the Council on Social Work Education (CSWE) that uses the Educational Policy and Accreditation Standards (EPAS) to guide curriculum that supports academic excellence towards professional mastery. The curriculum is based on 10 Core Competencies, the student learning outcomes, that are operationalized through practice behaviors (PBs) for both the BSW and MSW foundation curricula, and advance practice behaviors (APBs) for the MSW concentration curriculum in the advanced year. As a mandate of accreditation, a bi-annual assessment summary is posted on our website showing the degree to which our students have progressed toward mastery of the 10 Core Competencies (SLOs). This poster presents these SLOs, a sample of an assessment instrument which was developed to gather evidence from three relevant but different data sources (e.g., classroom instructors, field instructors, and students), and sample assignments for the BSW and MSW programs.

(Un)common core competencies

The School of Social work at the University of Hawaiʻi at Mānoa consists of three programs – BSW, …

The Sociology Department at the University of Hawaiʻi at Mānoa (UHM) made significant changes to program assessment during Spring and Fall 2014 as a result of strong leadership from the undergraduate advising staff combined with increased communication with faculty and the direct participation of instructors. This poster offers three key pieces of information: the methods we used during Fall semester to increase faculty buy-in; an overview of results from our pilot undergraduate exit survey; and our program’s initial utilization of results. Key to increasing faculty participation in program assessment were strong leadership and improved intra-departmental communications. Our revised SLOs—now in alignment with University ILOs—allowed us to target our required methods and theory courses to assess student performances. Instructors reported data on students’ final class assignments based on rubrics developed specifically for that purpose. Streamlined data collection led to an increase in the accuracy of responses, a response rate of 100% from instructors, and data on the performances of 78 students. Results from the exit survey of students who had petitioned to graduate during Spring and Summer 2015 were reported to the Department, resulting in several actions. First, there will be ‘strategy workshops’ in which instructors share teaching practices that have helped students improve their written and oral communication skills. Second, instructors were urged to include more opportunities for students to discuss and apply research methods and more opportunities for students to hone their oral presentation skills.

UH Manoa Sociology Department: Undergraduate Assessment in Action

The Sociology Department at the University of Hawaiʻi at Mānoa (UHM) made significant changes to program assessment during …

At the University of Hawaiʻi at Mānoa, the Department of Biology is comprised of over one thousand undergraduate students within five degree programs, seventy graduate students within two degree programs and twenty tenure-track faculty. Recently the faculty created collaborative program-level Student Learning Outcomes (SLOs) and a new curriculum map for the BS Marine Biology degree, which currently has over two hundred and fifty students enrolled. With the faculty involved in each step of the process, we identified SLOs lacking the minimum coverage on the curriculum map, consulted the instructors for mapped courses and identified curriculum modifications that could be employed to ensure each SLO was covered through the mastery level. We executed the first assessment cycle during the spring 2014 semester utilizing writing samples from BIOL 404 (Advanced Topics in Marine Biology), the Marine Biology capstone courses. BIOL 404 currently incorporates all but one of the program-level SLOs at the mastery level, therefore it is our primary source of evidence for program-level assessment. Following the first round of assessment, which highlighted a need to further reinforce the assessed SLO, and identified curriculum modifications to address it. We anticipate these changes will result in increased student learning, translating to higher scores on the writing rubric used to assess that SLO. The poster presents the process and products of SLO development, curriculum mapping, and capstone writing assignment evaluation activities in the BS Marine Biology program. The challenges and the success strategies along with how assessment aided in program improvement are discussed.

Collaborative program assessment utilizing an undergraduate capstone course

At the University of Hawaiʻi at Mānoa, the Department of Biology is comprised of over one thousand undergraduate …

In fall 2014 and spring 2015 the Botany faculty at the University of Hawaiʻi at Mānoa devised programmatic Student Learning Outcomes (SLOs) and linked them to courses via a curriculum map. This poster outlines how the Botany faculty implemented assessment after such steps were taken. A summary of the assessment plan is presented in this poster along with SLOs, a sample rubric, examples of how exams and courses relate to SLOs, and tips for engaging faculty in assessment.

Advancing Program Assessment Beyond the Curriculum Map: Recent Progress in the Department of Botany

In fall 2014 and spring 2015 the Botany faculty at the University of Hawaiʻi at Mānoa devised programmatic …

The University of Hawaiʻi at Mānoa’s highest attrition rate occurs between students’ first and second years. This issue may be attributed to students succumbing to the sophomore slump, demonstrated by decreases in grades, motivation, and outlook on college experiences. To address this issue, a campus-wide program comprised of members from both academic and student affairs was established in Spring 2010 and was named the Mānoa Sophomore Experience (MSE). To better understand our student population and how to address their needs, MSE members collaboratively developed, analyzed, and applied the results of three assessment resources: 1) Survey (601 student respondents), 2) Focus groups with students, faculty, and staff (3 separate sessions), 3) Written reflection assignment (over 500 student respondents). Each of the assessment resources examined first- and second-year students and their challenges faced, interest and likelihood of attending MSE activities, level of use of campus resources, what they enjoyed most about attending UHM, and suggestions for MSE programming. Using the data collected from assessment, MSE successfully developed and executed programming for UHM’s first- and second-year students. This poster outlines the assessment methods, sample student programming, and assessment results.

Manoa Sophomore Experience: An Example of Successful Data-Driven Programming

The University of Hawaiʻi at Mānoa’s highest attrition rate occurs between students’ first and second years. This issue …

The online teaching award began at Manoa during the 2013-2014 academic year. This poster will present the positive and negative aspects of student nominated awards, present student data, summarize the results of the program, and present what is needed for the program to continue, as well as the future value.

Student nominated online teaching awards at Manoa: What student satisfaction surveys tell us

The online teaching award began at Manoa during the 2013-2014 academic year. This poster will present the positive …

Engaging in Self-Reflection: Using Assessment to Inform Retention Academic Advising Practices In Fall 2012, the College of Education (COE) Office of Student Academic Services (OSAS) began admitting freshmen students. Previously, students were admitted in their junior year under stringent admission criteria, including a fairly high GPA standard. Hence, COE students were academically strong from admission through graduation and retention issues were not a major concern. However, with the admission of freshman students, OSAS noticed an increase in students who struggled to maintain minimum GPA requirements. As a result, OSAS focused on expanding their retention efforts and developed a series of retention strategies aimed at assisting students placed on academic warning, probation, suspension, and dismissal. OSAS engaged students in self-reflection to identify reasons why they experienced academic difficulty. Retention interventions were designed with this goal in mind and include the following: notification letters every semester, resource handouts, mandatory retention advising appointments, a retention contract, and a student retention assessment survey. The results of the retention assessment survey were analyzed to guide and improve OSAS advising practices and support efforts for academically at-risk students. In addition, OSAS annually reviews their retention assessment procedures and goals to strengthen the overall assessment process, including increasing the survey completion response rate. This poster exhibit will present the process and timeline of the OSAS retention efforts from inception, present methods, preliminary results, and future goals.

Engaging in Self-Reflection: Using Assessment to Inform Retention Academic Advising Practices

Engaging in Self-Reflection: Using Assessment to Inform Retention Academic Advising Practices In Fall 2012, the College of Education …

Assessment for PhD Curriculum Improvement from A Faculty Perspective

This poster will have a strong descriptive element of the process undertaken to assess the doctoral program in …

The Chinese Section at the East Asian Languages and Literatures (EALL) department at University of Hawaiʻi at Mānoa (UHM) completed an oral proficiency rubric assessing Chinese B.A. speaking learning outcomes during the Spring semester of 2014. Time has come to address the need for a writing rubric that can indicate students’ learning outcomes (SLOs) and match the program goals. This poster presents the development of Chinese writing rubric, and introduces the adaptation of this rubric in a series of courses where the instructions and SLOs are set for students to produce expected written work. Following the description above, this presentation shows collaborative work engaging all interested faculty members as a sectional program assessment effort. Particular procedures and assessment results are featured in this poster. Examples on implementing various strategies in the organization and conducting assessment activities are highlighted as well. The outcomes and benefits of inviting UHM assessment experts to conduct customized faculty workshops is also discussed. Faculty members’ comments and responses to the hands-on activities at the workshop, such as examining curriculum map, setting up the common goals, identifying assessment evidence, and optimizing data collection methods, etc. are reported as well. Through the collaborations of rubric development and assessment workshop participation, the Chinese Section faculty has deepened their understanding of the nature and benefits of active involvement in program assessment. They have made collective contributions to the Chinese BA program revision, and to the improvement of programmatic course articulation.

Writing rubric development and collaborative assessment work in the Chinese program

The Chinese Section at the East Asian Languages and Literatures (EALL) department at University of Hawaiʻi at Mānoa …

The Hawai‘i Rehabilitation Counseling program (HRC) at the University of Hawaiʻi at Mānoa (UHM) prepares graduate students to become successful practitioners and administrators in the field of vocational rehabilitation. This 48-credit distance education program leads to a Master of Science degree in Kinesiology & Rehabilitation Science, with a specialization in Rehabilitation Counseling. The HRC Program includes three clinical courses (Practicum, Internship I, and Internship II) that prepare students for participation in the field of vocational rehabilitation counseling. Although a form has been used in the past to assess students’ performance in these courses, the current program director found that the assessment form did not tie directly to accreditation standards and specific student learning outcomes. This poster reflects the process used to evaluate current practices; involve current teaching faculty and community site supervisors to review, revise, and refine the program map, student learning outcomes, and present student evaluation form; and through this process, develop an applicable and relevant clinical student evaluation form. The assessment process and subsequent product will enable students to be more appropriately evaluated in their clinical courses.

Moving Forward with Fieldwork Assessment!

The Hawai‘i Rehabilitation Counseling program (HRC) at the University of Hawaiʻi at Mānoa (UHM) prepares graduate students to …

Institutions that understand what helps and hinders student learning will know how to improve student proficiency in core academic areas that are important for college and workforce success. Research supports learning as a holistic (Pascarella and Terenzini, 2005), complex, and domain-specific process (Beyer et al., 2007). Institutions are encouraged to employ principles of learning that are domain-independent, experience-independent, and culturally relevant (Ambrose et al., 2010). It is important that institutions continue to examine a variety of (new) learning tools and innovative pedagogical approaches in order to improve or evolve undergraduate teaching methods, curriculum, and experiences. This study provides important descriptive evidence for understanding undergraduate student learning across campus and over time. The results provide specific ways faculty and administrators may teach and implement services to better serve students.

Factors and Experiences that Help and Hinder Undergraduate Student Learning

Institutions that understand what helps and hinders student learning will know how to improve student proficiency in core …

The Filipino program has engaged in assessment activities in the past but these efforts are limited and uncoordinated. Student learning outcomes are assessed by individual faculty in their courses but assessment tools are not standardized within the Filipino program. These assessments do not follow a specific and unified plan at the program (or departmental) level. There is also a need to move from indirect assessment (exit surveys) to direct assessment of our student learning outcomes. We also need an assessment plan at the program level that supports current assessment activities done at the classroom level. These results will be used to improve teaching strategies and assignments, and to propose/implement curriculum changes, as needed. The Filipino Program Assessment Project's main goals are (1) to confirm and/or tweak the program’s student learning outcomes, (2) to review and reformat the curriculum map, and (3) to create and implement a signature assignment for 300-400 level courses and use this as evidence for direct assessment. The poster will present the process and results of the assessment project as well as reflections on strategies that helped to accomplish our goals.

Filipino Program Assessment Project

The Filipino program has engaged in assessment activities in the past but these efforts are limited and uncoordinated. …

To address the 2013 Interstate Teacher Assessment and Support Consortium (InTASC) Model Core Teaching Standards and Learning Progressions for Teachers in the areas of leadership and collaboration, the MEdT Program faculty in the College of Education were invited to develop an assessment instrument to be piloted as early as spring 2015. Currently, MEdT teacher candidates are assessed with a Student Teaching Evaluation instrument during student teaching in the third semester of the four semester program. This instrument includes dispositions criteria and descriptors for leadership and collaboration. The MEdT Program is in the process of incorporating signature assignments to prepare candidates for the educative Teacher Performance Assessment (edTPA). Whereas the Student Teaching Evaluation includes a few rubric descriptors aligned with leadership and collaboration, the edTPA does not. Due to adoption of the edTPA assessment system and the requirement to address InTASC standards, the MEdT faculty created an end of program written reflection assignment to give MEdT Program Completers an opportunity to reflect on their growth in the areas of leadership and collaboration. This new assessment has been created to not only address the 2013 InTASC Standards for teacher preparation programs but also to assess the MEdT Program’s ability to develop teacher leaders and effective collaborators which are fundamental intended learning outcomes for program completers. The newly developed MEdT Teacher Leadership & Collaboration Assessment instrument will be presented at the poster session to illustrate the ongoing efforts of MEdT faculty to improve their assessment system.

Assessing MEdT Teacher Candidates’ Leadership and Collaboration

To address the 2013 Interstate Teacher Assessment and Support Consortium (InTASC) Model Core Teaching Standards and Learning Progressions …

The Learning Assistance Center (LAC) offers academic support, e.g., tutoring and supplemental instruction (SI) study groups, for students in traditionally challenging and targeted gateway courses. Unlike academic degree programs, the LAC, a co-curricular program, cannot utilize direct assessments of student work to determine program effectiveness; therefore, assessment of LAC programming must rely on triangulated data from multiple sources to determine its impact on student learning and success. After five years of data strongly suggesting that the LAC has had a positive impact on students who use our services, the LAC is poised to expand its programming to help a wider variety of students achieve their academic goals.

Assessment: Informing Co-curricular Programming from Past to Present to Future

The Learning Assistance Center (LAC) offers academic support, e.g., tutoring and supplemental instruction (SI) study groups, for students …

This poster highlights the work of University of Hawaii at Manoa 2013 Information Literacy Working Group. Tasked by the Manoa Faculty Senate, the General Education Committee established this working group that (1) reviewed definitions of information literacy, (2) reviewed academic department’s undergraduate Student Learning Outcomes, (3) reviewed courses’ information literacy aspects, and (4) surveyed writing intensive instructors on information literacy. The poster will present the curriculum map created by the group. The map included courses for the 2012-2013 academic year that had (1) a library instruction workshop, (2) Student Learning Outcome addressing some aspect of information literacy, or (3) writing intensive designation. The poster will also share the results of an information literacy survey sent to a stratified sample of instructors who taught writing intensive courses during the 2012-2013 year.  Observations and recommendations of the working group will also be presented.

Information Literacy Across the Curriculum

This poster highlights the work of University of Hawaii at Manoa 2013 Information Literacy Working Group. Tasked by …

In Fall 2014 and Spring 2015, I surveyed the reactions of N = 58 undergraduate students in three sections of a business course, who were invited to pilot-test a web-based, 3-D, interactive game. Entitled “Marketing Mayhem,” this UK-based game is designed to assess business students’ knowledge and application of ethical principles. I conducted descriptive analysis of the quantitative and qualitative data and found some mixed results on the suitability, usability and effectiveness of this 3-D game (as a tool for assessing of business ethics principles). Students suggested several improvements to the content and/or format of the game to make it more user-friendly and more tailored to US business ethics and related regulations. Implications for SLO assessment and curriculum development, as well as for business ethic game development were discussed.

Assessing Students’ Business Ethics Using a Web-based 3-D Game

In Fall 2014 and Spring 2015, I surveyed the reactions of N = 58 undergraduate students in three …

Mānoa Works is designed to increase the college retention and success of need-based students through part-time work experience with campus employers. Students in the Federal Work Study program are provided with additional support to secure a campus-based job in positions that promote student success, recruitment, campus engagement and outreach. In support of students’ development and learning, career and professional development training was designed to increase their awareness and preparedness with the use of Peer Trainers from our MCC student assistant pool.

Mānoa Works

Mānoa Works is designed to increase the college retention and success of need-based students through part-time work experience …

Five faculty in Department of Microbiology run five programs (BS/BA Microbiology; BS Molecular Cell Biology (MCB); MS/PhD Microbiology). One of three faculty members lost in 2104 had run assessment for many years. To 2011 this comprised submitting paper form to Assessment Office. Replaced by selecting ‘radio buttons’ and typing in online version. Faculty member new to assessment took over BS/BA Microbiology assessment in 2012. No BS/BA assessment activities due to time constraints, inexperience; 2012 and 2013 reports used as templates in 2013 and 2014, respectively. No BS/BA assessment undertaken. MCB assessment activities run by second faculty passed in 2014 to faculty reporting on BS/BA Microbiology. First assessment for latter degrees undertaken late in 2014, i.e., faculty provided Student Learning Outcomes (SLO) for their courses. SLOs for all required and elective BS/BA Microbiology courses mapped to revised Program Learning Outcomes through collaboration with Assessment Office in Spring 2015.

Assessment in the Department of Microbiology: Zero to…

Five faculty in Department of Microbiology run five programs (BS/BA Microbiology; BS Molecular Cell Biology (MCB); MS/PhD Microbiology). …

The M.Ed. program in Special Education is an interdisciplinary program that includes core courses and electives. The core courses include two special education content related courses and three research courses. The elective courses are aligned with the emphasis area identified by each M.Ed. candidate. Faculty have been extremely supportive in working together to identify student learning outcomes that are aligned with the specialized standards established by experts in the field of Special Education (e.g. the Council for Exceptional Children). Collecting data and inputting data into the College of Education data system, Student Information System, has also been a relatively smooth process. Data analysis of courses and the program has been challenging for course instructors and program faculty prior to the Department’s adoption of a data analysis and reflection process. In Fall 2013 we developed a data analysis and reflection process that was used by the instructors of each core course. We also developed a process for analyzing and reflecting on program data. These processes have been extremely successful in facilitating discussions and analyzes that have resulted in program improvement based on data. This poster session will provide information regarding the Department’s data analysis and reflection processes we now use to facilitate decision-making regarding the Special Education M.Ed. program. We will include the guiding questions and forms we use to facilitate analysis and reflection on individual courses and on the program. Other graduate programs may find our process useful.

IA Process for Facilitating Program Improvement: Is There a Data Analysis Process That’s Faculty Friendly?

The M.Ed. program in Special Education is an interdisciplinary program that includes core courses and electives. The core …

This poster exhibits the outcomes assessment practices of the BA in Second Language Studies program. While engaging in program assessment, the BA in SLS program has strived to develop an outcomes assessment process that is manageable and sustainable as well as meaningful and useful – a considerable challenge given the various pressures and constraints that many higher education programs are currently facing. This poster shows the process and instruments used for program-level outcomes assessment, the assessment results, and changes made to the program as a result of the outcomes assessment process. It also presents challenges encountered by the undergraduate committee during the outcomes assessment process and strategies employed by the committee to address those challenges.

Striving for Useful and Sustainable Outcomes Assessment

This poster exhibits the outcomes assessment practices of the BA in Second Language Studies program. While engaging in …

The Public Administration Program offers a Master’s of Public Administration (MPA) degree. Currently our program is 30 credits, but after using assessment our program will be 39 credits starting in Fall 2015. Using curriculum mapping, the PUBA was able to align our program learning outcomes with our student learning outcomes. We revised our student learning outcomes to include content areas and skills the curriculum was not covering. In addition, we mapped out three degree pathways and identified learning opportunities and assignments that we can use to assess outcomes. After using these assessment tools, in addition to adding an additional 9 credits to PUBA, we have added 3 new courses, and revised individual course student learning outcomes and opportunities.

Leading The Way To Accreditation With Assessment

The Public Administration Program offers a Master’s of Public Administration (MPA) degree. Currently our program is 30 credits, …

Two departments have begun the process of merging undergraduate programs to address a number of challenges faced by their separate programs. The combined curriculum committees have agreed to start the process with the SLO's and structure the rest of the curriculum around these. The aim of the process is to have an assessment plan integrated during the redesign of these programs. The initial steps in the journey have been taken and lessons learned will be presented.

Designing a new program from the SLO up

Two departments have begun the process of merging undergraduate programs to address a number of challenges faced by …

The Intercollege Nutrition PhD Program is a relatively new program, begun in Fall 2007. The Program has recently redoubled efforts to communicate at all levels - in student recruitment, among enrolled students, and among faculty across the participating colleges. This effort includes enhancing student and program monitoring and evaluation at all program and academic milestones. The effort involved revising the program’s student learning outcomes (SLOs) for the program and development of rubrics and other assessment tools that are used monitor and evaluation student completion of SLOs. These rubrics and assessments tools have been implemented and summary of results will be presented to program faculty annually. These results will inform any necessary program changes and the implementation of those changes. Monitoring and evaluation tools serve to enhance program communication and development.

Integrated Monitoring and Evaluation in the Intercollege Nutrition PhD Program

The Intercollege Nutrition PhD Program is a relatively new program, begun in Fall 2007. The Program has recently …

This poster describes the program's project to develop doctoral level program learning outcomes mapped to required courses and evidence of student learning that are defined by direct measures using signature assignments. The program aims to monitor and support on-time graduation using milestones identified as integral to the development of a nurse scholar that are mapped to the program completion timeline.

Direct Measures of Doctoral Student Learning Supporting On-time Graduation

This poster describes the program’s project to develop doctoral level program learning outcomes mapped to required courses and …

The Master of Early Childhood Education Program is a 2-1/2 year, 30 credit hybrid program is primarily delivered through intensive summer sessions and once a month hybrid seminars. It was conceived in 2003 to meet a statewide need for a graduate level leadership degree in the field. This interdisciplinary collaboration between faculty across three departments in the COE and the CTAHR has graduated four cohorts (90 students). The culminating assessment for the program is a Plan B Portfolio that demonstrates competency in light of five mandatory standards and two student chosen elective standards. The context surrounding ECE has changed dramatically in the past few years as has our student demographics. Our first cohort was composed primarily of long-time practitioners leaders statewide. In contrast, current students are a diverse group ranging from earlier career professionals to "second chancers" with limited involvement in the broader profession. The program also attracts more applicants from non-resident students and has seen decreasing applications from disadvantaged minorities and neighbor island residents. This poster looks at the faculty steering team's process of revisiting program documents, standards, SLOs and Key Assessments in light of our current student demographics. Multiple data sources were used to identify barriers and to develop supports that scaffold student transitions into graduate level academic writing and to more intentionally support the Plan B Capstone. Proposed revisions to the overall program promote opportunities for active involvement in the profession and broader community and place-based experiential learning to inform community specific Plan B professional contributions.

Revisiting the Plan B Capstone of the MEd ECE Program

The Master of Early Childhood Education Program is a 2-1/2 year, 30 credit hybrid program is primarily delivered …

The mission of the instruction program in FDM is to provide students with appropriate knowledge and skills for career positions in apparel and fashion-related industries; to promote understanding of the effects of global social, economic, and political issues on apparel and fashion-related industries and on modes of dress; to foster appreciation of the role of dress and appearance as these reflect and shape individual behavior, social and economic exchange and cultural conditions; to nurture intellectual growth and creativity, and to support the mission of the College of Tropical Agriculture & Human Resources by fostering student acquisition of problem-solving, analytic, and communication skills. The assessment of FDM program will evaluate FDM graduate of the FDM program demonstrate knowledge and skills in the fashion and/or textile industry. All faculty members are evaluating graduates’ final presentations and portfolios. A 5-scale was used to evaluate students’ oral and portfolio from all seven goals and ten student learning outcomes in their final semester.

The Assessment of Fashion Design Merchandising Program

The mission of the instruction program in FDM is to provide students with appropriate knowledge and skills for …

Access to College Excellence (ACE) at UHM provides a series of first year programs that serve approximately 25% of incoming freshmen a year. A major ACE program is Learning Communities, in which ACE staff helps students to register a collection of courses in a cluster (e.g., general education, pre-business) and an Access to College Community freshman seminar course: CAS 110. All the students who registered for the courses in one cluster form a cohort—a learning community. CAS 110 enhances the community by helping students reaching the following learning outcomes: (1) building effective study and time management skills; (2) setting goals for success; (3) learning about the academic resources available; (4) learning core and major graduation requirements at UHM. This poster introduces the ACE learning communities and how it assesses the outcomes by using a pre- and post-survey method. The poster will present quantitative results from the closed-ended questions and qualitative results from the open-ended questions. The presenter will also present the impact of ACE Learning Communities by comparing the retention rates between the participants and non-participants, and between the less-engaged and more-engaged participants.

Learning Through Community: Best Practices and Assessment

Access to College Excellence (ACE) at UHM provides a series of first year programs that serve approximately 25% …

This poster is going to present how faculty in the Academy for Creative Media undergraduate program utilized an efficient and collaborative process of rubrics development for program assessment that led to program improvement. The Academy for Creative Media undergraduate program has three tracks: Cinematic Digital Production, Critical Studies, and Animation. After developing program SLOs and the curriculum map, the faculty felt the need to develop rubrics for each track to evaluate student learning products. Accordingly, the faculty broke up into sub-groups using examples of exemplary student work from each track to discuss the reasons these works were excellent. These ideas helped the faculty develop descriptions of excellent work for each track’s rubric. The faculty from the Animation and Critical Studies tracks also developed descriptors of other levels of work (e.g., good, average, poor). The process took three department meetings’ time with one hour each.

Collaborative Rubric Development for Program Improvement

This poster is going to present how faculty in the Academy for Creative Media undergraduate program utilized an …

After analyzing the university’s needs and researching best professional development practices, the UHM Assessment Office initiated an exciting project to build assessment leaders on campus through its inaugural Assessment Leadership Institute in summer 2013 that had 10 participants. The model features extensive support after the initial intensive 4- day institute. The model has shown great success. A longitudinal study has been planned to monitor its institutional impact.

Building and Sustaining Assessment Leaders: A Successful Model at UHM

After analyzing the university’s needs and researching best professional development practices, the UHM Assessment Office initiated an exciting …

Providing standardized workshops for faculty interested in teaching in tech-rich can be challenging because faculty are at different levels of development in using technology in teaching and learning. The Technological, Pedagogical, and Content Knowledge framework is helpful because it identifies seven overlapping skill sets and competencies for teaching with technology. Applying the design based research method to faculty development creates a research platform conducive to cyclical iterations inclusive of collegial feedback. The results of three iterations of research and instructional design for faculty use of innovative classrooms, combined with student feedback will be presented.

Design Based Research Approach for Faculty Development on Innovative Classrooms

Providing standardized workshops for faculty interested in teaching in tech-rich can be challenging because faculty are at different …

Oral proficiency in Mandarin is one of the core language skills targeted by the Chinese program learning outcomes. This skill is primarily assessed through ACTFL Oral Proficiency Interviews (OPI), a nationally recognized language proficiency test. Given the volunteer nature of the test participation, only BA Chinese major students with more confidence have participated in it. Even though the results have shown that seniors from the Chinese B.A. program is performing above expectation, the program is not satisfied with the interview participation rate. These students contributed the reasons of low level of participation to the lack of confidence and practice. To address this need, the program coordinator collaborated with faculty and re-engineered Chinese 411, a speaking capstone course to prepare students for the OPI test in the Fall 2013. A rubric was developed for students to understand the expectations so that they can prepare with guidance. During this course, students were trained with a series of Advanced Level oral performance tasks: self-introduction, description, narration in different time frames in paragraphs, and report of current event as well as various role-plays. After each module, they produced recordings of performance in simulated interviews similar to OPI. Two assistants outside of the class independently evaluated 6 to 7 oral performance recordings and provided feedback. The result of this curricular change is that students have increased confidence in oral performance and willingness to participate in the OPI.

Improving Oral Proficiency in Chinese Using Simulated OPI Assessment

Oral proficiency in Mandarin is one of the core language skills targeted by the Chinese program learning outcomes. …

This poster will present how the Civil Engineering B.S. program utilized multiple sources of evidence to evaluate the student ability to apply mathematical skills in solving engineering programs and how the program has utilized results to make programmatic improvement. To assess students’ ability to apply math skills to solve engineering programs, our faculty used the results from Fundamental in Engineering license exam and course embedded assessment. In the licensure exam, we found student scores on the Structural analysis section, which involves using math to solve engineering problems, have been lower than average in the past few years. Using embedded course assessment, faculty in the course 361 Transport Engineering and 381 Structure analysis give students engineering tasks that require them to use math skills. These tasks are evaluated using a rubric. The results on the math skills show that the student performance did not meet the target (more than 80% students scoring 3 and 4’s and fewer than 5% students scoring 1) set by the department. As the students assessed were juniors and the target was set for the graduating class, the data indicate either more work needs to be done to bring students up to the desired level of performance, or a scaled scoring system needs to be used to compensate the mismatch between the expectation (target) and the status of the students assessed. The program assessment coordinator and course instructors collect and summarized the assessment results. The program faculty collaboratively interpreted the results and discussed improvement strategies. The program used the assessment results and made multiple curricular improvements, such as changing the Structure analysis course from the electives to required courses, limiting enrollment, increasing frequency of course offerings, modifying expectations on the rubric, and applying appropriate standards to students at different academic levels. We think that our program’s assessment practices can inform skill-based outcome assessment for other programs. We will also share lessons learned.

Assessing Math, Science & Engineering Skills in Civil Engineering

This poster will present how the Civil Engineering B.S. program utilized multiple sources of evidence to evaluate the …

This poster will present the results of efforts to develop a robust program for assessment of the graduate degree programs in Civil Engineering (CE) at UHM. Prior to the start of this project, CE had outdated program outcomes for MS and PhD programs that were difficult to assess and a very simple and inadequate assessment system. This project involved creation of new program-level student learning outcomes (SLOs) for both MS and PhD using better descriptions and Bloom’s taxonomy verbs and then finalization in an interactive faculty department meeting. This was followed by development of rubrics for the SLOs to be used for assessment of graduate student work. The rubrics were worked on in an interactive CE Assessment Committee meeting followed by presentation/modification in a CE Department meeting. This was followed by development and adoption of a plan for analysis of results, determination of necessary program changes and implementation of changes. The products of this project will be presented as well as lessons learned regarding the process.

MS/PhD Outcome Assessment Program Development

This poster will present the results of efforts to develop a robust program for assessment of the graduate …

KAPA is FREE open-source software, developed by UHM College of Education. It requires a web application server and a database server.

KAPA Academic Program Assessment System (Technology Solutions for Program Assessment)

KAPA is FREE open-source software, developed by UHM College of Education. It requires a web application server and …

College of Education (COE) programs select six to eight key program assessments to systematically measure, collect and analyze data on student learning. Faculty members enter assessment data each semester into our in-house COE Student Information System (SIS). The SIS allows us to summarize and compare data within and across programs at all levels. The data allow us to test our beliefs about our programs and make adjustments based on actual candidate performance and stakeholder feedback. During the 2012-13 academic year, using the data entered into the SIS, we began creating visuals of aggregate student performance on key assessments and posting these data on our college website, under the header “Measuring Our Success.” The use of data visuals provides not only a more engaging means for faculty to analyze student performance, but also allows us to share this information with multiple audiences. Through meeting with multiple stakeholders, we have learned how important it is to make data available to the public, as well as to our own educational community. Examples of activities and changes based on student learning data that have led to continuous improvement of candidate performance in COE programs will also be provided.

Measuring Our Success

College of Education (COE) programs select six to eight key program assessments to systematically measure, collect and analyze …

The Communication Department’s mission is to meet the challenges and opportunities of communication in the emerging technological, multicultural, and global context of the twenty-first century. We offer one of two undergraduate programs in the School of Communications (College of Social Sciences), serving approximately 200 active Communication Department undergraduates, with an average of 80 graduates per year. Our program offers three area tracks with senior capstones. In each of these capstones, students create an e-portfolio that is used for program assessment. This poster reports the process and results of the Communication Department’s 2013 BA assessment. A panel of faculty and Advisory Board members assessed all the e-portfolios in the Communication in Communities track (n=40). A rubric with measurable items associated with our seven SLOs was employed. We present a summary report demonstrating the percentage of graduates at each level of the rubric (unacceptable, marginal, proficient, or exemplary) and report the total percentage meeting our benchmark for each SLO. We describe how the results of our annual assessment were shared with Communication faculty, and we outline the changes we have begun to implement that we anticipate will have the greatest impact on curricular improvement

Communication BA Curriculum Assessment Using e-Portfolios

The Communication Department’s mission is to meet the challenges and opportunities of communication in the emerging technological, multicultural, …

The Communication Department’s undergraduate curriculum is currently guided by seven SLOs (Student Learning Outcomes), which are demonstrable skills or abilities that students are expected to possess before the conferral of a bachelor's degree. We, with our poster presentation, propose an additional SLO in civic engagement. Civic engagement has not been a formally assessed part of the department's curriculum in the past, but a recent internal evaluation has revealed it to be an important aspect of our faculty's teaching. A department-wide curriculum change to formally include this area would, therefore, pose no undo imposition on faculty independence. The students, more importantly, would benefit from new competencies and gain an awareness of issues of public concern that are essential to sound democratic governance. The SLO framework, by design, promotes effective learning through the application of a cohesive curriculum. Put simply, each class serves to advance a common educational aim or aims. Our proposed SLO—and its accompanying curriculum map—functions no differently. The assessment of student portfolios was directed by a rubric endorsed by the Association of American Colleges and Universities, but other assessment tools may be used in its place. In addition to advocating an official position on the teaching of civic engagement, our poster project is intended to foster faculty discussion on enhancing the Communication Department's curriculum.

Encouraging Civic Engagement Among Undergraduates

The Communication Department’s undergraduate curriculum is currently guided by seven SLOs (Student Learning Outcomes), which are demonstrable skills …

Access to College Excellence (ACE) at UHM provides a series of first year programs that serve approximately 25% of incoming freshmen a year. A major ACE program is Learning Communities, in which ACE staff helps students to register a collection of courses in a cluster (e.g., general education, pre-business) and an Access to College Community freshman seminar course: CAS 110. All the students who registered for the courses in one cluster form a cohort—a learning community. CAS 110 enhances the community by helping students reaching the following learning outcomes: (1) building effective study and time management skills; (2) setting goals for success; (3) learning about the academic resources available; (4) learning core and major graduation requirements at UHM. This poster introduces the ACE learning communities and how it assesses the outcomes by using a pre- and post-survey method. The poster will present quantitative results from the closed-ended questions and qualitative results from the open-ended questions. The presenter will also present the impact of ACE Learning Communities by comparing the retention rates between the participants and non-participants, and between the less-engaged and more-engaged participants.

Assessment of ACE Learning Communities 2013

Access to College Excellence (ACE) at UHM provides a series of first year programs that serve approximately 25% …

New LCME accreditation standards will require medical schools to monitor curriculum and content and to develop a curriculum inventory over the next 1--2 years. There is little literature on the use of curriculum mapping to evaluate Problem-Based Learning (PBL) curriculum. Equipping medical students with knowledge and skills to care for our rapidly aging population is critical. We describe how developing a curriculum map for geriatric medicine core competencies during preclinical education helped identify areas to target revision of curricula. While curriculum mapping will be necessary in meeting AAMC inventory requirements in the future, the Curriculum Mapping of Geriatric Medicine Core Competencies at JABSOM has already proven to be an effective strategy. During our analysis, we found that we covered many LCME survey topics important for accreditation (e.g. care of the disabled, abuse, end--of--life care, health care systems). Through examination of the preclinical curriculum, we identified areas of deficiency, and also that the sequence was not ideal. Greater emphasis on geriatric physiology should occur earlier in the preclinical years, and coverage of optimal medication management should occur in later courses. Greater discussion regarding “Hospital Care for Elders,” including the important topics of patient safety and discharge planning towards the end of the second year, would also help better prepare students for their clinical years. Revisions to the curriculum and examinations are planned. We also plan to expand our analysis to include interprofessional education and cultural competence.

Curriculum Mapping of Geriatric Medicine Core Competencies in the Preclinical Problem-Based Learning Curriculum at the John A Burns School of Medicine, University of Hawai′i

New LCME accreditation standards will require medical schools to monitor curriculum and content and to develop a curriculum …

Swine Production is a senior capstone course in which students integrate concepts learned in courses such as nutrition, genetics and reproduction and apply them to practical swine production. Most animal science students at the University of Hawaii at Manoa are urban students interested in veterinary medicine, and little knowledge of or interest in swine production. The department learning objectives include applying principles to livestock production, but having students engage in learning the course material is a challenge. The extension specialist teaching the course tried a new approach in fall, 2013, integrating instruction and extension. Instead of traditional classroom instruction and written reports, teams of three students were sent out to work with a cooperating farmer. The teams described their farm using a list of required information on general farm description, breeding program, feeding program, housing, waste management, health program, production management and economics. The farms were carefully selected to represent different management approaches including varying use of local food waste and agricultural byproducts in the swine rations and different types of housing and waste management. The teams presented the results of farm visits and farmer interviews in class presentations and written reports, which were revised before being submitted in final form to both the instructor and the farmer. The course was designated as developing both oral and written communication skills. Course evaluations indicated that 78% of the students felt that the farm visits and interactions with the farmers were the most valuable part of the course, and 44% mentioned hands-on laboratories (artificial insemination and baby pig processing), while others mentioned constructive feedback, small class size, having to think, oral presentations, and writing. Student journals indicated a strong rapport with and a very positive view of the farmers and farm practices. The farmers changed some of their practices based on student recommendations, most notably adjusting feeding according to condition score. Student grades were assigned using posted rubrics and were equal to or better than in previous years in a more traditional learning environment. The new structure had some challenges. Since this was the first time the course was taught using student engagement with producers, students were informed that some adjustment to assignments and grading rubrics might be made part way through the class and this in fact needed to be done. One example was development of a tool in which the relative contributions of the team members to the group reports were evaluated by all members of each team. Additionally, students were required to sign liability waivers and confidentiality agreements. Students had to use their own cars and to find times when all team members were available for farm visits. Students indicated that the amount of work justified 4 rather than 3 credits for the course.

Integrating Teaching and Extension: Swine Production

Swine Production is a senior capstone course in which students integrate concepts learned in courses such as nutrition, …

As the only institution of its kind in the world, the UHM Korean Language Flagship Center (KLFC) undergraduate program has been funded by the National Security Education Program since Fall 2008. The KLFC’s goal is to prepare American students to be capable of functioning in Korean as professionals in their chosen academic or professional fields. Flagship student performance is monitored and evaluated via various types of tests, which are administered on a regular basis throughout the program. The assessment tools that the KLFC BA program uses were developed externally and internally to measure students’ Korean language proficiency in four language skills. One of the assessment tools is an official ACTFL Oral Proficiency Interview (OPI) for speaking, provided by the College of LLL for all graduate BA language majors. Twenty-two Korean Flagship BA students from Spring 2011 to Fall 2013 have taken the official ACTFL OPI tests, and 21 out of 22 students’ speaking proficiency has improved over the two or three year period. We present these exit OPI results along with the entry OPI results to demonstrate the improvement in the student speaking proficiency. Furthermore, based on the exit scores, the Korean Flagship program has implemented changes for curricular improvement. This poster also displays curricular adjustment we have made, and the changes are expected to result in further improvement of our student speaking proficiency.

Korean Flagship BA Program Assessment Results & Curricular Improvement

As the only institution of its kind in the world, the UHM Korean Language Flagship Center (KLFC) undergraduate …

This study was intrigued by the needs to assess oral performance more systematically and to motivate students to take assessment more seriously. The participants of the study were students and faculty of Korean Language Flagship Center (KLFC) MA program in the department of East Asian Languages and Literatures. There was a brief criterion for oral assessment in the program, but it was not enough to meet the aforementioned needs. Therefore, the researcher with the help of faculty in the program and center developed a detailed rubric, Flagship Rubric. Utilizing assessment evidences such as video recordings and student feedback sheets, development phases were as follows: 1) rough version, 2) revision, 3) pilot test, 4) second revision, and 5) ‘Flagship Rubric.’ The poster session will show this process and the product, and how it will be incorporated in the program with a dissemination plan.

Flagship Rubric for Oral Performance

This study was intrigued by the needs to assess oral performance more systematically and to motivate students to …

The Political Science faculty modified existing departmental, undergraduate student learning outcomes (SLOs), which informed assessment development and curricular improvement. Using informal appraisal by individual faculty of student performance at the senior capstone level, the undergraduate curriculum committee found that students’ writing skills need to be addressed in a more cohesive and purposeful way in the curriculum. A 200- level writing politics course was designed to address the gap. In short, the discussions around the learning outcomes revision resulted in faculty collaboration in assessmentdriven curricular improvement. These discussions and innovations are part of a two-year plan to improve program assessment in the department.

Learning Outcome Driven Curricular Improvement – An Example from Political Science

The Political Science faculty modified existing departmental, undergraduate student learning outcomes (SLOs), which informed assessment development and curricular …

In the last 6 months, the Department of Psychology has initiated a new plan that is expected to provide useful information that will eventually assess our Psychology Undergraduate Program. This new Undergraduate Assessment Plan (UAP) emerged from training in Assessment Leadership Institute at UHM, which highlighted major principles and strategies to assess academic programs. With this training knowledge, an undergraduate curriculum map was developed with faculty input that incorporates the most recent Student Learning Objectives (SLOs) from the American Psychological Association (APA). These SLOs that graduating psychology majors should know include: psychological knowledge of key concepts; scientific inquiry and critical thinking using scientific reasoning to interpret psychological phenomenon; ethical and social responsibility in diverse settings; communication development for effective writing and oral presentation; and professional development for meaningful direction after graduation. The curriculum map is important in describing specific SLOs associated with each Psychology undergraduate course taught at the University of Hawaii at Manoa. Effective Fall 2014, all instructors will include SLOs in their syllabus that reflects their course content. Another feature of the UAP in development is the incorporation of a rubric to assess student writing. To do so, a rubric for writing to meet the APA communication SLO was obtained from the American Association of Schools & Universities and modified to assess the writing occurring in our Psychology W courses. Pilot work is being conducted to determine the feasibility and reliability of a rubric to assess student writing in a small sample of student papers. On the basis of this study, the scoring and assessment method of papers may require modifications before presenting a working rubric to the department faculty for discussion. The UAP is to eventually require a final paper written in Psychology W courses to be assessed by the instructor using a rubric accepted by the Psychology faculty.

Department of Psychology Undergraduate Assessment Plan

In the last 6 months, the Department of Psychology has initiated a new plan that is expected to …

SLS 150 is an introductory course mainly for first-year (freshman) students with a strong interest in second language learning. A series of innovative and rigorous classroom assessment strategies have been piloted in this class. Lessons learned from this internal exercise will be extended to the full suite of the new SLS BA program and its progress with program assessment as we move forward to the five year provisional status review.

Classroom Assessment – Implications for Program Assessment

SLS 150 (Learning Languages and Communicating in a Globalized World) is an introductory course mainly for first-year (freshman) …

In Spring 2013, the Matsunaga Institute for Peace and Conflict Resolution (MIPCR) began a program review process by completing a curriculum map of the Graduate Certificate in Conflict Resolution (GCCR). The 15-credit interdisciplinary certificate is designed to address a set of program-level student learning outcomes (SLO). A curriculum assessment would determine if the GCCR’s Peace and Conflict Education (PACE) courses, as well as GCCR-approved courses from other programs, aligned with these outcomes. It would also reveal whether students had adequate opportunities to achieve the outcomes. This initiative would open dialogue among faculty, administrators, and students to discuss student success and program improvement. Instructors of PACE and GCCR-approved courses received a survey listing each program-level SLO and were asked to indicate the degree to which their course addressed each outcome. Responses to the surveys were recorded in a curriculum map and presented to a volunteer review committee for interpretation and discussion. This committee made recommendations for the program, including clarifying program goals and positioning to guide program-level SLOs, and further clarifying SLOs to ensure collective understanding by faculty members. Committee members also noted that there are limited opportunities for students to focus on professional ethics. It was further recommended that faculty and staff ownership of the review process be fostered through transparency and collaboration. Challenges of meeting SLOs through interdisciplinary programming were also revealed. The MIPCR Curriculum Committee discussed the results and recommendations and concluded that a more complete curriculum map and continued discussion was needed before making any curricular decisions.

Starting the Curricular Conversation through Mapping: A Curriculum Review of the Graduate Certificate in Conflict Resolution

In Spring 2013, the Matsunaga Institute for Peace and Conflict Resolution (MIPCR) began a program review process by …

TIM school began to build the program assessment frame in 2009 and have developed the student learning outcome, curriculum map, and experienced a couple of rounds of actual assessment. We would like to share the process and learning of TIM school as we engaged in the assessment process and how the Assessment office helped every step of the way. The poster will be designed to illustrate the steps TIM school went through and types of help provided by the Assessment office as well as the learnings we acquired along the way in regards to the program assessment.

How TIM School Began and Progressed with Program Assessment

TIM school began to build the program assessment frame in 2009 and have developed the student learning outcome, …

Anthropology is a four-field discipline that encompasses historical, humanistic, biological, linguistic, and psychological approaches to a holistic study of humankind. This disciplinary diversity poses problems for assessment. Quite distinct methods are used in each subfield, and assessment must be targeted to the specific courses in which particular methods are emphasized and mastered. During this review period a pilot assessment activity focused on one of the most important methodological approaches in cultural anthropology (one of the four fields) to help determine effective techniques that might apply to assessments of the other major methods categories. The goal of the activity was to transcend course specific and instructor specific evaluation (as provided already by exams and papers) and allow faculty specialists in each subfield to participate in the focused assessments. In this case members of the “cultural caucus” (one of the three faculty subgroups in the department) focused on linguistic anthropology methodology.

Pilot Test of an Assessment Method

Anthropology is a four-field discipline that encompasses historical, humanistic, biological, linguistic, and psychological approaches to a holistic study …

In the last few years, the need has increased at UHM for students to more actively engage in educational planning amidst many changes, including the decline of state resources for education and the economy at large. Providing advising and related academic services for over 5,000 A&S undergraduate majors, the Colleges of Arts and Sciences Student Academic Services (CASSAS) has been responding to these changes by determining its goals for assessment before revising programs. As such, this poster session represents the process by which CASSAS faculty have developed assessable student learning outcomes and advising programs in line with the department’s mission and objectives. The process begins with the distillation of student learning outcomes from a broader set of initial outcomes devised during a CASSAS retreat. With the establishment of understandable and assessable student learning outcomes, CASSAS faculty proceeded to build a learning map which charted when, how and through what potential or modified programs students would be given the opportunity to practice the skills that would lead them to master the established outcomes. The beginnings of an assessment rubric are also built into the learning map to identify different stages of knowledge and skill mastery as indicated by the outcomes. Finally, the poster provides artifacts that will be used to assess the quality of student’s internalization of CASSAS’s learning outcomes at various stages of their educational development. The extent to which students achieve the indicators of CASSAS student learning outcomes correlates to the validity of CASSAS advising programs.

Assessment for Advising

In the last few years, the need has increased at UHM for students to more actively engage in …

The Assessment Office supports programs as they engage in program-level assessment of student learning. Program assessment is undertaken for the purpose of improving student learning and guiding program development. It is faculty-driven and faculty-supervised. It involves establishing student learning outcomes, measuring/observing and documenting the extent to which outcomes are achieved, and finding ways to improve programs so effectiveness is increased. This poster describes how the Assessment Office assessed its Program Outcome #3: “Academic degree programs complete the assessment cycle, which includes faculty members using assessment results to improve student learning.” Data were collected through the Annual Assessment Reports submitted by program in Fall 2009. Results suggest that while the number of programs engaged in assessment activities has increased since 2008, not all programs have completed an assessment cycle. The Assessment Office used the results to develop the spring 2010 workshop series, improve the on-line Annual Assessment Report system, and schedule consultations with programs.

Annual Reports: Assessment Status Across Campus

The Assessment Office supports programs as they engage in program-level assessment of student learning. Program assessment is undertaken …

The student-athlete experience at the University of Hawai‘i is unique! One significant challenge for our student-athletes is traveling more than 2,500 miles with each trip to a competition. The distance extends the time away from class and places additional pressure on student-athlete academic performance. A significant goal of our strategic plan is “To provide each student-athlete with the best possible opportunities for academic success, leading to graduation.” We use the National Collegiate Athletics Association’s (NCAA) Academic Progress Rate and Graduation Success Rate to assess the academic success, retention, and progress toward graduation of our student-athletes. Data assessment has led to the implementation of policies and strategies to enhance student-athlete academic performance, retention and graduation and a system has been initiated to evaluate the performance of head coaches on these important measures.

Student-Athletics Academic Performance

The student-athlete experience at the University of Hawai‘i is unique! One significant challenge for our student-athletes is traveling …

The B.S. degree in Marine Biology from the University of Hawaii at Manoa College of Natural Sciences is an interdisciplinary academic program that offers unique opportunities for hands on learning. Extensive field experiences are integrated with traditional classroom and laboratory courses, giving full exposure to the theoretical/practical aspects of marine biology. The program’s student learning outcomes (SLOs) are aimed at preparing students for either future graduate school experiences or entry into the private sector. The students will be able to apply the scientific processes, to communicate about biological sciences through writing and oral communicating, and to recall foundational biological information that is necessary for pursuing post-baccalaureate schools or entering a career in the biological sciences. Certain ways that are proposed to collect assessment are to check students’ laboratory notebooks and reports, observe students as they perform laboratory techniques, evaluate students’ oral presentations, evaluate students’ research proposal and exams, and evaluate student portfolios and their senior capstone experience. Future steps we are proposing are to have more specific program SLOs for the marine biology majors. Presently, the current program SLOs highlight the student’s basic biological science foundation experiences. We plan to start assessing the senior students in the marine biology program through analysis of the experiences in their required directed research. We also plan to implement assessment through the students’ capstone course, which is also required. Finally, we intend to broaden the scope of the curriculum map with the inclusion of more courses with their new specific program SLOs.

B.S. Marine Biology Proposed Program SLOs and Assessment

The B.S. degree in Marine Biology from the University of Hawaii at Manoa College of Natural Sciences is …

The Department of Botany faculty members have completed the initial steps of developing a program assessment plan for our three undergraduate degrees: BA, Botany; BS, Botany; and BS, Ethnobotany. We first devised explicit and realistic Student Learning Outcomes (SLOs) for all students completing any of our degrees. We then considered the extent to which our existing classes addressed individual SLOs and scored each class for each SLO in one of 5 overlapping categories: 1) does not address SLO; 2) provides introductory material that relates to SLO; 3) provides learning material that reinforces a subject; 4) provides students with the opportunity to master a subject; and/or 5) provides an assessment of student performance. This scoring process resulted in a curriculum map for each degree. The entire process has caused us to consider revising some courses, eliminating some courses, and designing some entirely new courses. The next step is to develop and implement tools for assessing the success of achieving programmatic learning outcomes.

Program Assessment – Department of Botany

The Department of Botany faculty members have completed the initial steps of developing a program assessment plan for …

The poster describes the Department of Civil and Environmental Engineering’s process of assessing program outcomes. The steps in the assessment process are first described followed by a list of program outcomes. Only direct modes of assessment are used. The frequency of assessment is tabulated. The poster then expands on the use of performance appraisal in select courses, which represents a relatively new mode of assessment that the department has recently adopted. Performance appraisal is performed once every three years per outcome and is advantageous in that it can be used as a vehicle to involve more faculty members and facilitate faculty buy-in to the assessment process. Detailed is the schedule involved in the performance appraisal assessment process along with a sample scorecard and a sample evaluation of one outcome. The sample scorecard contains the concepts that were evaluated along with the performance criteria. After one cycle of assessment of using performance appraisal, the Department is interested to know whether the changes implemented will result in any program improvement. It is envisioned this continual process of assessment will lead to continuous quality improvement.

Assessment of Program Outcomes

The poster describes the Department of Civil and Environmental Engineering’s process of assessing program outcomes. The steps in …

Shidler College of Business assesses student learning in each of six programs: Bachelor of Business Administration, Master of Business Administration, Master of Accounting, Master of Financial Engineering, Master of Human Resource Management and PhD in International Management. Undergraduate and Master’s degree programs all make use of course-embedded assessment. Assessment of PhD student learning includes faculty reviews of students’ research and evaluation of students’ teaching. Each semester, the Shidler College assessment committee evaluates assessment results for undergraduate and master’s degree programs and makes recommendations to the college Curriculum and Programs Committee. In addition, each department reviews assessment outcomes of major-specific objectives for undergraduate students.

Assessment at The Shidler College of Business

Shidler College of Business assesses student learning in each of six programs: Bachelor of Business Administration, Master of …

The learning objectives of the undergraduate program in economics include economic literacy, critical thinking, quantitative reasoning, and ability to effectively communicate results of economic research and analysis to colleagues and decision-makers. In the fall of 2006, UHM Department of Economics has adopted an assessment plan for the economics undergraduate program, in order to evaluate our progress in achieving these objectives. The undergraduate assessment was first implemented in AY 2006-2007, and has been carried out every academic year ever since. In this presentation, we describe the development of the assessment tools, the process’s preliminary findings, as well as difficulties that are being faced in the assessment process.

UHM Department of Economics’ Assessment Experience

The learning objectives of the undergraduate program in economics include economic literacy, critical thinking, quantitative reasoning, and ability …

From fall 2007 to spring 2009, the UH Writing Mentors Program has reached approximately 1,300 students across 70 sections of English 100. Writing Mentors, who are graduate students in English, attend class and hold individual writing conferences with all students outside of class. For many first-year students, these mentors are the only university representative who learns their name, background, interests, academic goals, challenges in transitioning to college, and strengths and weaknesses as a writer. The initiative has received rankings of “satisfied” or “very satisfied” from 89% of students, 94% of mentors, and 98% of instructors; furthermore 85% of first-year students surveyed claimed that their mentor helped them in their transition to college. Program administrators have engaged in multiple forms of assessment including the following: a large-scale scoring of first-year student writing that demonstrated mentored students out-performing their non-mentored counterparts in statistically significantly ways in the categories of content, organization, language & style, and meta-cognition/ reflective ability; standardized logs tracking every mentor-student conference; analysis of longitudinal data on how mentored versus non-mentored students perform as writers and students post-English 100; interviews with focus groups of mentors, students, and instructors; and written end-of-semester evaluations from all participants. Our poster will summarize key results of these assessment activities and highlight the ways in which they have led to a) programmatic improvements each semester; b) peer-reviewed publications in the fields of Composition Studies and the Scholarship of Teaching and Learning (SoTL), each of which underscore the role of mentoring in student retention; c) arguments for continued funding.

Increasing First-Year Students’ (Writing) Success: An Assessment of the UH Writing Mentors Program

From fall 2007 to spring 2009, the UH Writing Mentors Program has reached approximately 1,300 students across 70 …

In Spring 2008, the English Department began assessment of student writing for the University’s Foundations Requirement in Written Communication, which must be fulfilled by all UHM undergraduates. Assessment of FW was to be based on four SLOs devised by the UHM Foundations Board, and approved by the UHM General Education Committee in Fall 2007. As presently articulated, the four SLOs are the following: 1: Compose a text to achieve a specific purpose and respond adeptly to an identifiable audience. 2: Provide evidence of effective strategies for generating, revising, editing, and proofreading a text in order to produce finished prose. 3: Compose a text that makes use of source material that is relevant and reliable and that is integrated in accordance with an appropriate style guide. 4: Compose writing that expresses the writer's viewpoint and is supplemented by outside sources. In Spring 2008, relevant student writing (208 essays) was gathered from the four courses that satisfy the FW requirement: English 100 (Composition I—which makes up about 90 % of FW sections), English 100A (Composition I for Honors students), English 190 (Composition I for transfer students), and ELI 100 (Expository Writing: A Guided Approach—for students whose first language is not English) for assessment of SLO #1, and a report on levels of student success was generated for a Spring 2008 English Department Colloquium and discussion. In Spring 2009, 80 essays were randomly selected from papers submitted by FW instructors that were to be assessed for level of achievement in meeting SLO#3 (Information Literacy): “Students will be able to compose a text that makes use of source material that is relevant and credible and that is integrated in accordance with an appropriate style guide.” A team of six faculty scorers read the papers, with two raters scoring them independently along a 4-point scale according to the following traits: (1) making use of source material, (2) relevancy of sources, (3) credibility of sources, (4) style integration. Overall, student preparation for future writing tasks involving outside sources was measured as follows: “well-prepared” (6%), “prepared” (48%), “partially prepared” (26%), “not prepared” (21%). About 84% of students were at least partially prepared to make use of relevant and credible sources, but only about 65% were at least partially prepared to meet information literacy expectations in their future writing (“adherence to citation rules”). A full report on the results of this SLO Assessment, which has been drafted by the Review Team, will be disseminated to English and E.L.I. faculty and will be discussed at an English Department meeting on December 3.Meanwhile, assessment of SLO#4 and SLO#2 is anticipated in 2009-2010 and 2010-2011, respectively. A rubric for assessing SLO#4 will be discussed at the December 3 meeting and further discussion of student achievement of this Student Learning Outcome, as well as SLO#3, will follow at a January 21 meeting. Additionally, all Spring 2010 English 100, 100A, and 190 instructors have been directed to include all four SLOs on their Spring 2009 syllabi, with the expectation that classroom activities and paper assignments will engage students in achieving these four Student Learning Outcomes.

Written Communication Assessment Projects

In Spring 2008, the English Department began assessment of student writing for the University’s Foundations Requirement in Written …

A successful Animal Science program produces graduates that are well-prepared to assume professional roles in the work force or to continue into post-graduate programs. This preparation requires skills and competencies as well as knowledge. Among others, CTAHR Skills and Competencies include analytical/problem solving skills, personal characteristics, human relations skills, and leadership skills. Animal Science Student Learning Outcomes include applying knowledge to appropriate husbandry, developing problem-solving skills for lifetime learning, good citizenship in both personal and professional habits, and exploring the relationship between applied animal biology and society. In their final year, Animal Science students complete a required internship in an area of interest. Supervisor evaluations of these internships provide feedback on the skills and preparation of our students. Supervisors evaluate students in the areas of work performance, professional relationships, professional role, and general/overall. Mean scores for 59 students over the last five years ranged from 86% to 96% with an overall mean of 92%. The only score that was significantly different from the overall mean was 86% for “Initiative to identify needs and proposed solutions.” This appears to be related to a lack of student confidence in their abilities. Of particular interest are the score of 95% for “Would employ student in the future if an opportunity developed,” and the number of students (currently 33%) that end their internships with an offer of employment. Supervisor evaluations provide an objective assessment of student skills and competencies and preparation for a professional role and indicate that Animal Science students are generally well-prepared.

Using Internship Supervisor Evaluations for Program Assessment

A successful Animal Science program produces graduates that are well-prepared to assume professional roles in the work force …

The LIS Program believes that assessment is the key to improving student learning and refining our teaching. The Program’s long-term strategic plan includes assessment based on oral comprehensive examinations that are part of the student’s culminating experience. It has also initiated a multi-year plan to assess samples of student work for major course assignments across the curriculum. By analyzing the evidence collected from these sources, the faculty identifies areas for needed improvement and implements data-informed modifications and changes to the Program’s learning experiences.

Student Achievement Is Our Goal!

The LIS Program believes that assessment is the key to improving student learning and refining our teaching. The …

The poster gives the Assessment Tools that we use in our department to assess our department Program Objectives and Outcomes. We have both Internal and External Assessment Tools and within each category, we have either Direct or Indirect tools. The Internal tools are those assessed within our department and External are those assessed outside of our department. Direct assessments are those assessed by sources other than students, and Indirect are those assessed by the students or the Alumni. In addition to the Surveys that are direct questions such as “how well a particular Outcome is achieved?”, we have developed Rubrics based on those Outcomes which are basically metrics that dissects our Outcomes into a number of Concepts which are broken, each, into a number of Performance Criteria, which, in turn, are measured, each, by various levels of achievements such as 1 being Worse and 4 being Best (i.e., the Rubrics).

ABET (Accreditation Board of Engineering and Technology) Assessment Tools

The poster gives the Assessment Tools that we use in our department to assess our department Program Objectives …

The Global Environmental Science (GES) program offers a B.S. degree through the Department of Oceanography in the School of Ocean and Earth Science and Technology. A defining characteristic of the program is the requirement for all majors to conduct a year-long senior research project working one-on-one with a faculty mentor. The research experience is directly integrated into the curriculum as follows: 1) students are introduced to research opportunities through OCN 100 Seminar in Global Environmental Science, 2) the GES curriculum is tailored to the student’s specific interests through selection of 4 upper division electives that complement and support their choice of research topic, 3) students earn OCN 499 Undergraduate Thesis credits while conducting their research, and 4) OCN 490 Communication of Research Results provides instruction and experience in written and oral presentations related to thesis results. Graduation requirements include submission of a written thesis and a public oral presentation of the research findings. This integrated capstone research experience provides a locus for assessment of nearly all GES program learning outcomes. Written theses are read and assessed by faculty mentors and the program chair. Oral presentations are assessed by the faculty mentor and the program steering committee, including the program chair. To date, assessments have been conducted through informal evaluations and group discussion. Development of assessment rubrics are under consideration.

The Global Environmental Science Senior Research Thesis: A Locus for Program Level Learning Outcome Assessment

The Global Environmental Science (GES) program offers a B.S. degree through the Department of Oceanography in the School …

Students who utilize PAC's services learn their roles and responsibilities in the advising relationship; create a comprehensive plan that accounts for their academic and career endeavors; understand the steps along the pathway to professional school; learn about the available resources for applications, academic advising, campus engagement, and career development; perform a self-assessment that helps them identify their goals and determine their fit to an intended field of student. Utilization of PAC resources has continued to rise each year. Students have been very satisfied by the advising performance of PAC's undergraduate peer advisors.

Pre-Health / Pre-Law Advising Center

Students who utilize PAC’s services learn their roles and responsibilities in the advising relationship; create a comprehensive plan …

The Department of Psychology has adopted the learning goals and outcomes proposed by the American Psychological Association Task Force. We selected five major goals and outcomes to be assessed with surveys distributed to our undergraduates at the time they declare their major in psychology and again when graduating with their B.A. degree. The surveys serve as a means to determine whether the Student Learning Outcomes in our Psychology courses were achieved. The five major goals that are assessed include: 1) knowledge about psychological concepts and theory; 2) knowledge of basic research methods; 3) use of critical and creative thinking skills in solving problems; 4) understanding of how psychological concepts are used in everyday life; and 5) developing communication skills including writing, interpersonal and oral communication. Student rate the extent to which these goals were achieved at the time of graduation and their ratings are statistically compare to their earlier scores made at the time of major declaration. Analysis made of the rating scores obtained in the Fall 2008 to Spring 2009 academic year indicated significant improvement in attaining goals 1 and 2 (p

Principles That Guide Assessment

The Department of Psychology has adopted the learning goals and outcomes proposed by the American Psychological Association Task …

Each year, the Office of Student Housing Services conducts an assessment to measure our resident’s perspective of various aspects of our housing program. The information obtained is then used to prioritize planned improvements to our housing program; assess progress toward departmental and University goals and objectives; plan training programs; improve business services; develop budgets; and enhance communication strategies with various stakeholder groups.

Student Housing Services Annual Assessment, 2009-2010

Each year, the Office of Student Housing Services conducts an assessment to measure our resident’s perspective of various …

Two years ago, the staff of the Office of Student Life and Development (SLD) began the process of identifying the learning outcomes that guide and inform our in- and out-of-classroom instruction of students. The SLD staff provides advising to UHM’s six Chartered Student Organizations and their programs and teaches introductory and upper division college credit leadership courses, offered through the College of Engineering, Interdisciplinary Studies, and the College of Education. The focus of this poster presentation is two activity sheets designed by the presenters to enable SLD staff to introduce their students, in the organizations which they advise and the classes they teach, to three foundational learning outcomes to be assessed this academic year: self awareness, building relationships, and empowerment of others. The first sheet asks students to rate their leadership knowledge and skill development – emerging, developing, and advanced – in the three learning outcome areas. The second sheet, Strategies for Growth, asks students to select one or more learning outcomes, articulate specific, action-oriented, and time-framed goals, and to consider how the leadership opportunities offered through their organizations and courses could assist them in progressing to the advanced leadership skill level. Recommended processes for staff implementation include individual advising and group discussion and problem-solving activities.

LEVELS OF LEADERSHIP: Developing Strategies for Improving Competency in Three Core Learning Outcomes

Two years ago, the staff of the Office of Student Life and Development (SLD) began the process of …

Due to the growing diversity of the United States population, various legal mandates and accrediting bodies require doctors to receive training that will allow them to provide optimal care to patients regardless of their cultural backgrounds. More prevalent in medical specialties such as family medicine and psychiatry, the inclusion of cultural competency or cross-cultural care issues in surgery is an emerging area of recognized need. A nationwide survey on residents’ perceptions of their preparedness to provide cross-cultural care revealed that surgical residents view cultural knowledge as important, but were hampered in acquiring these skills due to a lack of time and absence of formal training. The Accreditation Council for Graduate Medical Education requires residency programs to incorporate cultural training into their curricula. Of the six competencies, cultural competency is addressed under both Professionalism and Interpersonal and Communication Skills. With the assistance of the UH Department of Family Medicine and Community Health, the UH Department of Surgery’s general surgery residency program has developed and is currently piloting a cultural standardized patient exam as a means to both train and evaluate its residents. The case scenario involves a surgeon attempting to obtain informed consent from an elderly Samoan male who needs to have his leg amputated or face certain death. All Program Year-1 (PGY-1) residents (n=13) participated in the exam and were evaluated by one of four faculty preceptors using a standardized tool. Using this as the baseline, an educational training intervention is being planned, which will be followed by a post-test.

The Development of a Cultural Standardized Patient Exam for a General Surgery Residency Program

Due to the growing diversity of the United States population, various legal mandates and accrediting bodies require doctors …

In February 2009, the TIM School, through its Faculty Senate, began a process of program assessment with the guidance and assistance of the Manoa Assessment Office. A team of TIM faculty attended the WASC-sponsored retreat on program assessment, and developed a set of student learning objectives for the TIM program. These objectives were further developed and finalized by the TIM Faculty Senate in March 2009. They then served as the basis for the development of a curriculum map for the Hospitality emphasis courses in April 2009, and for the Tourism/Transportation emphasis courses in October 2009. The TIM School poster will include an overview of this process, as well as its planned next steps and intended uses of the assessment process outcomes.

TIM School’s Assessment Process

In February 2009, the TIM School, through its Faculty Senate, began a process of program assessment with the …

The Tropical Medicine Curriculum Committee reviewed the organization and content of the Tropical Medicine MS and PhD core course series (TRMD 604 & 605). The following data relating to Student Learning Outcome #1 (Tropical Medicine Knowledge Base) were assessed: (1) student comments in program review interviews by an external committee and in course evaluations; (2) faculty review of student performance on qualifying examinations over the past 5 years; (3) faculty interviews of current graduate students regarding specific core content and overall fulfillment of the program’s student learning outcomes; and (4) overall demonstration of student proficiency in the various disciplines of Tropical Medicine. The major point emerging from this assessment was that the core Tropical Medicine content, particularly in immunology and virology, was not being adequately covered in the current two-semester Infectious Disease Microbiology course format. Based on the above data, it was decided that the core courses required expansion from two to three semester courses to (1) increase and improve coverage of the major topics in virology, an area of research emphasis in the program, and (2) to provide a background in immunology which is more focused and relevant to infectious disease pathogenesis, immunity, and host:pathogen interactions.

Assessment & Revision of Core Curriculum in Tropical Medicine

The Tropical Medicine Curriculum Committee reviewed the organization and content of the Tropical Medicine MS and PhD core …

The philosophy undergraduate program has a relatively small number of student learning outcomes and most of these refer to acquired skills rather than to content knowledge. Mapping courses to these was a pretty uncontroversial and painless process. Development of assessment tools for the skills is a bit more challenging but we are making progress.

Keeping Program Assessment Simple

The Philosophy undergraduate program has a relatively small number of student learning outcomes and most of these refer …

LILO (Learning Information Literacy Online) is a project of the UH Libraries Information Literacy Committee (UHLILC) for the UH System. LILO is a productivity application that guides students’ research process using library and Web resources. Students create and add to an online Research Journal, documenting their research on a topic over a period of weeks. Assessment is central to LILO. Most questions in LILO can be assessed using over 200 4-level embedded rubrics. See How Others Answered This Question links above text input boxes provide actual student responses modeling each rubric level, and defining what constitutes excellent, satisfactory, partial, or incomplete answers. LILO questions are mapped to national information literacy standards and outcomes developed by the Association for College and Research Libraries of the American Library Association. Instructors participating in LILO may now request an Information Literacy Assessment Report rating each student's response for any or all LILO modules used, along with a discussion section describing how students did overall.

Assessing Information Literacy Online

LILO (Learning Information Literacy Online) is a project of the UH Libraries Information Literacy Committee (UHLILC) for the …

Empirical data in relation to students' satisfaction with tutoring sessions were gathered with an open-ended survey from one semester. Themes were extracted to generate representative items. These items now comprise an assessment form with outcomes based on students' expressed needs. This is an example of formative assessment using both qualitative and quantitative data

Empirically Based Assessment

Empirical data in relation to students’ satisfaction with tutoring sessions were gathered with an open-ended survey from one …

The poster describes the Department of Civil and Environmental Engineering’s process of assessing program outcomes. The steps in the assessment process are first described followed by a list of program outcomes. Only direct modes of assessment are used. The frequency of assessment is tabulated. The poster then expands on the use of performance appraisal in select courses, which represents a relatively new mode of assessment that the department has recently adopted. Performance appraisal is performed once every three years per outcome and is advantageous in that it can be used as a vehicle to involve more faculty members and facilitate faculty buy-in to the assessment process. Detailed is the schedule involved in the performance appraisal assessment process along with a sample scorecard and a sample evaluation of one outcome. The sample scorecard contains the concepts that were evaluated along with the performance criteria. After one cycle of assessment of using performance appraisal, the Department is interested to know whether the changes implemented will result in any program improvement. It is envisioned this continual process of assessment will lead to continuous quality improvement.

Assessment of Program Outcomes

The poster describes the Department of Civil and Environmental Engineering’s process of assessing program outcomes. The steps in …

Several studies have revealed that successful mentoring affects college student retention. Also, research on attrition shows that the first year is a critical stage in students' decisions to persist or leave college. Nora & Crisp have recently identified four essential elements to mentoring: psychological/emotional support; support for setting goals and choosing a career path; academic subject knowledge support aimed at advancing a student's knowledge relevant to their chosen field; and specification of a role model. In the 2007-2008 Academic Year, over 400 first-year students in English 100 at UHM were mentored by MA or PhD students in English, and analysis of their standardized end-of-term evaluations revealed that students identified each of the elements above in varying degrees, with “academic subject support knowledge” identified 79% of the time and with at least one of these elements identified 85% of the time. These results suggest that mentoring when delivered as part of a course holds great potential for boosting student retention at UHM.

Assessing Mentoring in First Year Composition: A Tool to Boost Retention?

Several studies have revealed that successful mentoring affects college student retention. Also, research on attrition shows that the …

The poster gives the Assessment Tools that we use in our department to assess our department Program Objectives and Outcomes. We have both Internal and External Assessment Tools and within each category, we have either Direct or Indirect tools. The Internal tools are those assessed within our department and External are those assessed outside of our department. Direct assessments are those assessed by sources other than students, and Indirect are those assessed by the students or the Alumni. In addition to the Surveys that are direct questions such as “how well a particular Outcome is achieved?”, we have developed Rubrics based on those Outcomes which are basically metrics that dissects our Outcomes into a number of Concepts which are broken, each, into a number of Performance Criteria, which, in turn, are measured, each, by various levels of achievements such as 1 being Worse and 4 being Best (i.e., the Rubrics).

ABET (Accreditation Board of Engineering and Technology) Assessment Tools

The poster gives the Assessment Tools that we use in our department to assess our department Program Objectives and …

In the Spring of 2008, all students in Foundations in Writing (FW) courses were asked to select and submit the piece of writing that best exemplified the following Student Learning Outcome: “Students will be able to compose a text that seeks to achieve a specific purpose and responds adeptly to an identifiable audience.” Students were also asked to compose a 30-minute in-class reflection on their essay’s purpose and audience as a means of assessing students’ meta-cognitive understandings of their essay’s rhetorical situation. Employing a stratified-random sampling design, 208 (or 50%) of the essays submitted by first-year students were selected for scoring across the five FW course types: English 100 Mentored, English 100 Non-Mentored, English 101 Lab, English 100A, and English Language Institute 100. Given the wide variety of essay prompts, scorers assumed the intended audience to be a critically-informed reader. Essays were scored independently by two raters along a 4-point scale according to the following primary analytic traits: 1) content, 2) organization, 3) language and style, and 4) mechanics. In a separate session, in-class reflective essays were scored holistically on a 4-point scale. Overall, students scored at the “prepared” or “well prepared” levels at the following rates: content (72%), organization (57%), language and style (74%), mechanics (68%), and reflective pieces (48%). Students in mentored sections out-performed their non-mentored counterparts in all categories, scoring significantly higher on content, organization, and reflective pieces. Results point to potential areas for programmatic improvement and also indicate that the Writing Mentors Program is improving the quality of writing for first-year students.

How Well are First-Year Students Composing? Assessing the Foundations in Written Communication Program

In the Spring of 2008, all students in Foundations in Writing (FW) courses were asked to select and …

Palliative medicine is a highly complex field aimed to prevent and relieve suffering, and improve the quality of life for people with serious, progressive, and terminal illness and their families. Palliative medicine requires integrating medical knowledge, attitudes, clinical and communication skills, personal insight, reflective ability, self awareness, and narrative competence. For this reason, teaching, learning, and assessing learners in palliative medicine is also complex. At JABSOM, fourth year medical students complete a four week long mandatory rotation in geriatric and palliative medicine. The rotation combines small group interactive sessions in the classroom with clinical experiences in a variety of settings. Common challenges for learners include overcoming negative attitudes regarding serious illness and death and integrating psychological and social issues to the practice of medicine. We present a series of templates developed to aid ongoing assessment, evaluation, and support of the learners during the rotation.

Assessment in Palliative Medicine

Palliative medicine is a highly complex field aimed to prevent and relieve suffering, and improve the quality of …

The task of creating an assessment plan in a fine arts department that focuses largely on studio work can be a daunting one. This poster will provide a sketch of how the music department is successfully embarking on their assessment journey.

Creating a Successful Assessment Plan in the Fine Arts: Assessment Trials, Tribulations, and Successes of a Music Department

The task of creating an assessment plan in a fine arts department that focuses largely on studio work …

The College of LLL (CLLL) formed an Evaluation Resource Team (LLL-ERT) to (a) create evaluation capacity and a useful and sustainable evaluation system; (b) conduct useful program evaluation practice to meet department internal needs as well accreditation demands; and (c) facilitate departments to take actions based on evidence. During the 2008-09 academic year, CLLL is collecting student opinions from graduating students via an online student exit survey in order to illuminate and improve various elements of CLLL programs. Program elements include curriculum, advising, intake and exit processes, learning environment and resources, program delivery, and student learning and teaching. Each department prioritized evaluation foci (i.e., two-year language requirement, BA, MA, and/or PhD), and is creating department-specific questions. A set of College-wide questions, based on faculty and student opinions, was created so that data can be accumulated in the coming years. The poster summarizes the mission of the LLL-ERT and provides an overview and plan for the CLLL evaluation project.

Enhancing Evaluation of CLLL Programs: Developing an Online Student Exit Survey System

The College of LLL (CLLL) formed an Evaluation Resource Team (LLL-ERT) to (a) create evaluation capacity and a …

This poster reviews Mathematics’ assessment activities. It describes the program goals, assessment plan, and current activities; presents a curriculum map; and includes samples of syllabi, which incorporate program goals. It also offers thoughts on systematic data collection and lessons learned.

An Overview of Assessment in the Mathematics Department

This poster reviews Mathematics’ assessment activities. It describes the program goals, assessment plan, and current activities; presents a …

This poster presents an in-process plan for assessing student learning outcomes (SLOs) in ELI 83, the English Language Institute’s (ELI’s) advanced writing course for graduate students who have English as a second language. This plan is an initial effort to develop and assess SLOs for a single course, which will then lead to similar evaluation processes in other ELI courses. Guiding principles in this effort include (1) involving local assessment users (ELI teachers, administrators, and staff) and incorporating their input throughout the process, (2) providing multiple kinds of useful information to these same users to guide discussion and decisions related to evolution of the course, and (3) maximizing the validity of the assessment through use of a step-by-step piloting process. The poster shows how these guiding principles were built into SLO assessment, describes our progress up to this point, and shares practical insights from our experiences so far.

Outcomes Assessment of, by, and for the People: SLOs in the English Language Institute

This poster presents an in-process plan for assessing student learning outcomes (SLOs) in ELI 83, the English Language …

Active and interested faculty members met in a half a day workshop to develop a "curriculum concept map" for the Kamakakuokalani Center for Hawaiian Studies. This exercise coupled the techniques of traditional curriculum mapping with those of conceptual mapping. Thus, at the end of this exercise faculty were able to develop in a graphic manner, the broad organizational concepts that link the Center's areas of concentration together. An underlying advantage was the sequencing of classes by area and in typical curriculum mapping tradition, sequence level of mastery by course.

Kamakakuokalani Curriculum Concept Map Exercise

Active and interested faculty members met in a half a day workshop to develop a “curriculum concept map” …

First-Year Programs (FYP) utilizes multiple approaches to assess student learning outcomes and program success. Institutional data are used to measure retention rates for students participating in Access to College Excellence Learning Communities (ACE); National Student Clearing House (NSCH) data are gathered to measure student transfer rates. Qualitative data and feedback is collected through focus groups and surveys. In addition, ACE students complete two surveys measuring student expectations, engagement, and institutional commitment. Fall 2007 student engagement survey results indicate ACE students felt significantly more informed about core graduation requirements, major requirements, and registration procedures. Students also felt significantly more connected to the university community. NSCH data indicates that a large proportion of ACE students that did not continue at UHM transferred to other institutions after their first year. FYP will expand its evaluation by collecting Drop-Failure-Withdraw (DFW) rates for classes offered as part of an ACE learning community.

First-Year Success: Evaluating a Peer-Led Learning Community Program

First-Year Programs (FYP) utilizes multiple approaches to assess student learning outcomes and program success. Institutional data are used …

Practicum assessment utilizes an approach that helps ensure the masters of public health (MPH) students learn to take action and apply their knowledge and skills while participating in practicum projects in community organizations. The main tools of assessment include: supervision by a field preceptor, observation of the student in the field, completion of objectives and deliverables designated on the department-wide evaluation form, and a three-part critical thinking reflective paper written by the student. The practicum experience has resulted in students making significant service-learning contributions to community agencies, while these community agencies are preparing MPH students to enter the public health workforce.

Practicum Assessment from the Department of Public Health Sciences

Practicum assessment utilizes an approach that helps ensure the masters of public health (MPH) students learn to take …

Outreach College serves as an advocate for the needs of the nontraditional, adult and distance learning students, i.e., those who are unable to attend the regular day program that Mānoa provides. This population includes both the working adult seeking a degree and the professional looking to upgrade his or her skills. A few months ago, a task force made up of faculty and staff at Outreach College was formed to investigate ways to better service this nontraditional student population. The name “Transitions” was given to this project since we were specifically looking at adults interested in starting or returning to college and specifically, UH Mānoa. We invited two focus groups made up of representatives from various student support groups on campus and a third group composed of students who had taken noncredit courses from us in the past, asking them the same questions: 1) who are these nontraditional students; 2) what are the challenges they face in returning to school, and 3) how can we help them overcome these challenges. The poster will outline the formation of our focus groups from the beginning to the action plan resulting from these sessions. Also included will be mention of things that worked for us in this endeavor.

Growing an Assessment: Focus Groups

Outreach College serves as an advocate for the needs of the nontraditional, adult and distance learning students, i.e., …

Over the past several years the Department of Speech has collected data from Speech majors prior to their Fall or Spring graduation. Graduating majors complete an assessment instrument consisting of 50 multiple choice items culled from exams from all courses required to be taken by Speech majors. Questions are approximately evenly distributed across the 6 required courses. Scores are compared to those obtained from a sample of SP 151 students, i.e., largely, but not entirely, first year students who have had little to no experience in Speech courses other than SP 151. Graduating majors also complete a self-report survey assessing their perceptions of the department, the faculty, and their level of learning and achievement in the major.

Assessment of Retention of Content from Required Courses Using Comparison Groups

Over the past several years the Department of Speech has collected data from Speech majors prior to their …

This study evaluates team teaching models of a new curriculum adopted by the University of Hawai`i's journalism program in 2004. In this new media convergence curriculum, students learn all media formats — print, video and online — and do not specialize only in traditional media, such as newspaper or TV journalism. Instructors team teach so that students will learn a holistic approach to storytelling in which knowledge and skills from the different specialties are integrated. The assessment of the models focused on the first three cohorts of students, from 2004 to 2007. In the models, degrees of faculty collaboration varied depending on course level and student learning outcomes. Students in first-year basic journalism classes benefited from a lower level of faculty collaboration than those in second-year classes where advanced multimedia skills and holistic, integrated thinking were needed — i.e. an ability to "see the big picture." The study suggests that team teaching and teaching media convergence go hand-in-hand.

Assessing a New Journalism Curriculum: Evaluating Team-Teaching Models in a Media Convergence Curriculum 2004-2007

This study evaluates team teaching models of a new curriculum adopted by the University of Hawai`i’s journalism program …

The logic model is a tool to assist faculty and program heads map their planning and assessment activities. It is a carefully laid out one-page document showing the whole as well as the parts developed in a logical sequence. The format encourages planners to focus on overall goal achievement as they carry out activities. This presentation provides a template of a logic model that can be adapted and used by a range of programs. Each component of the logic model matrix (inputs, activities, outputs, intermediate outcomes, long term outcomes, assessment methods, results, and use of results) is defined and described. A set of seven sample logic models from the University Health Services programs is presented.

Logic Models as a Tool to Plan and Manage Assessment

The logic model is a tool to assist faculty and program heads map their planning and assessment activities. …

The Department of Electrical Engineering has put in place an assessment process that (1) has educational objectives and outcomes; (2) a process to assess the achievement of these objectives and outcomes; and (3) a system to improve the program based on the assess data. The organization of the system, the constituents, and the process are presented.

Assessment Processes for the Department of Electrical Engineering

The Department of Electrical Engineering has put in place an assessment process that (1) has educational objectives and …

Advanced Degree Institutional Learning Achievement Investigation: Methods and Opportunities for Action

This poster presents the process and results of an institutional assessment project that investigated advanced degree program learning …

Assessing Civic and Community Engagement in Ethnic Studies

Ethnic Studies was born out of community demand and community engagement has had a central place in the …

Assessing Written Communication Skills across Food Science Courses with a Common Rubric (Ho, Jun, & Li)

The Food Science and Human Nutrition (FSHN) Undergraduate program has established an ad-hoc committee to assess written communication …

Assessment across the Disciplines: Increasing Faculty Engagement in Assessment

During the 2020-2021 academic year, the English, Hawaiian and Foreign Languages, Speech and Communication disciplines in the Language …

Creating a Rubric of Critical Thinking for Writing Intensive Courses

This poster reports an ongoing project collaborated by a team of Chinese faculty who teach writing intensive (WI) …

Cross-Cultural Classroom: Assessing Student Opinion of Online, Case-Based Learning Modules, Utilizing MRI and XR Technology, in American and Turkish Medical Students

The objective of this study was to develop online case-based anatomy learning modules and assess student perceptions of …

Curricular Assessment for Improved Sequenced Learning

Many students find sequenced courses to be challenging due to prerequisite knowledge being the starting point in each …

Establishing an Assessment Plan for the Undergraduate Molecular and Cell Biology Curriculum to Achieve Program Permanence at UHM

This project establishes a programmatic assessment plan for the Bachelors of Science program in Molecular and Cell Biology …

Incorporating Learning Outcome Assessments into Noncredit Education: A Novel Approach

Quantitative assessments in noncredit education typically evaluate participant’s satisfaction or experiences with courses and the instructor. Learning outcomes …

Integrated Planning for Student Success: Kapi‘olani Community College’s Continuous Improvement Journey

In early 2019, ACCJC reaffirmed Kapi‘olani Community College’s accreditation status, but mandated a follow-up report and provided an …

Kumu, Kuleana, Kaona: Assessing Multiple Viewpoints

The faculty of Hawaiian Studies (HWST) developed a blended assessment plan for our undergraduate program over the past …

Life Sciences Uniting in Assessing Student Writing

Student learning outcome (SLO) statements made by an educational program serve as targets for achievement and openly communicate …

Automation of Student Learning Assessment for the Accreditation Board for Engineering and Technology (ABET)

The MS program in the Ocean and Resources Engineering Department (ORE) is certified by the Accreditation Board for …

Oral Communication for Language Teachers: Assessment Rubric Development

Scholarship on language teacher education emphasizes teaching language skills. Yet preservice language teachers must learn more than grammar …

Strength in Numbers: Facilitating Faculty Learning Communities for General Education Student Learning Outcomes Assessment

Reaching consensus on curricular issues and learning outcomes is challenging, especially in attempting to achieve campus-wide agreement on …

The Road to Institutional Effectiveness: Cultivating Partnerships for General Education Assessment

Chaminade University of Honolulu has restructured General Education in recent years. Various faculty committees have been spearheading a …

UH Online 5-Week Professional Development (PD) Program Evaluation and Iterative Improvements

The annual University of Hawaiʻi (UH) Online 5-Week Professional Development (PD) Program was created in 2018 in alignment …

Development of a Signature Assignment in Filipino Cultural Courses

This project presents a signature assignment for Indo-Pacific culture courses to assess the students’ cultural competency by discussing …

Capstone Signature Assignment Development in a History BA Program

The Department of History has been engaged in assessment work of our undergraduate major, identifying how we can …

Assessing the Planning Practicum: Lessons for Engaged Scholarship

The planning practicum is a required course in the Master of Urban and Regional Planning (MURP) program in …