Professional Schools

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 …

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 …

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 …

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 …

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 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 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 …

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 …

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 …

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 …

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 …

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 …

Forming shared vision through program assessment in the Special Education MEd Program

This poster will illustrate the activities and processes of the faculty in the Special Education MEd program at …

Assessment and the Competent Field Education Student: A Rubric for Learning Decolonized Social Work Practice

Undergraduate students are required to meet all ten competencies in their field education experience, demonstrating competency attainment by …

Enhancing Direct Observation of Medical Students during the Obstetrics and Gynecology Clerkship

The Liaison Committee on Medical Education requires that a variety of measures including direct observation be used for …

Making Institutional Academic Assessment Work for Faculty

Academic Assessment is required for institutional accreditation, yet may be challenging for individual departments, programs, and faculty to …

Advancing Anatomy Education Through Data-Driven Curriculum Development

“Data-driven curriculum development entails gathering and evaluating both qualitative and quantitative data to recognize student requirements, capabilities, and …

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 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 …

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, …

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 …

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 …

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 …

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 …

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 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 …

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, …

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 …

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 …