Workshops & Events

Assessment for Curricular Improvement

Spring 2019 Assessment Poster Exhibit




POSTERS




Presenters
Department
Feature
Poster Title
Berez-Kroeker, Andrea; Drager, Katie; and McDonnell, Bradley
Linguistics SLO, Graduate level 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 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.

Buente, Wayne; Kim, Ji Young; Bergstrom, Kelly; Buskirk, Patricia; Kramer, Hanae; Moody, Marc; Neo, Rachel; and Schimmel, Scott Communication Methods, Undergraduate level 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 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.
Awarded: Best Faculty Engagement Strategies
Esquivel, Monica and Lau, Tina Dietetics Methods, Rubric, Undergraduate Level 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 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.

Fong, Sheri and Wong, Vanessa
John A. Burns School of Medicine (JABSOM) Curriculum Map, Rubric, Building Consensus, Graduate Level 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 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.

Awarded: Best Poster Design
Goo-Yoshino, Shari and Taniguchi, Lisa
Communication Sciences and Disorders Rubric, Assessment as Scholarship, Graduate Level

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 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.

Guidry, Michael and Hill, Yao
Global Environmental Science
Rubric, Undergraduate Level 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 outcomes and products of undergraduate student research. Faculty observed a high level of student achievement and a large impact on female students. This assessment effort also offers programmatic and curricular improvement opportunities

Awarded: Best Poster Design, Best Use of Assessment for Improvement
Julien-chinn, Francie School of Social Work
Method, Rubric, Use of Results, Undergradute Level 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.

Kishida, Jennifer and Guo, Jing School of Social Work
Rubric, Use of Results, Faculty Engagement Strategies, Graduate Level 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 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.

Kurasaki, Ryan Molecular Biosciences & BioEngineering SLO, curriculum Map, Methods, Undergraduate 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 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.

Awarded: Best Poster Design, Best Use of Assessment for Improvement
Lau, Melinda and Ching, Penny
Dental Hygiene SLOs, Curriculum Map, Field Supervisor Evaluation, Undergraduate Level
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 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.
Maemori, Kathy and Chinen, Verna Communication Sciences and Disorders Methods, Rubric, Use of Results, Graduate Level 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 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.

Nishimura, Stephanie and Omori, Jill
John A. Burns School of Medicine (JABSOM) Curriculum Map, Rubric, Use of Results, Formative Assessment, Assessment as Scholarship, ePortfolios, Graduate Level 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, 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.

Ryan, Cari and Beaule, Christine
General Education
Use of Results, Faculty Engagement Strategies, Institutional Level 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 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.

Smith, Celia and Lemus, Judy
Marine Biology
SLO, Methods, Use of Results, Assessment as Scholarship, Graduate Level 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 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.

Awarded: Best Faculty Engagement Strategies
Van Duser, Kyle First year Programs Program promotion, Institutional Level Scholarships as a Retention Tool
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.

Yang, Seung; Chen, Jessie; and Litton, Creighton
Undergraduate Research Opportunities Program
Curriculum Map, Faculty Engagement, Alignment, Institutional Level 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 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.

Zaleski, Halina Animal Sciences
Methods, Undergraduate Level Using Field Supervisor Evaluations for Assessment
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.



BEST POSTER AWARDS



The posters have an opportunity to win one or more of the awards: Best Poster Design, Best Faculty Engagement Strategies, and Best Use of Results. Congratulations to the winners:
  • Best Faculty Engagement Strategies:
    • Wayne Buente, Ji Young Kim, Kelly Bergstrom, Patricia Buskirk, Hanae Kramer, Marc Moody, Rachel Neo, Scott Schimmel, Communications & Yao Hill, Assessment Office
    • Celia Smith & Judy Lemus, Marine Biology
      • Using assessment tools to enhance the effectiveness of the PhD oral comprehensive exam in Marine Biology


CALL for PROPOSALS (closed)



Share your successes and challenges in learning assessment!

The Assessment Office invites UH Manoa faculty and staff to submit an poster proposal for our 2019 Assessment for Curricular Improvement Poster Exhibit. Programs at any phase in the assessment cycle are welcome.

Preview the proposal submission form (PDF).

Deadline: Wednesday, Feb 27, 2019, 11:59 pm

You will receive feedback and information for presenters in early March, 2019.

Proposal Criteria:

Proposals will be reviewed based on the following criteria:

Clear theme and organization
  • A program may have many accomplishments. Proposal focuses on a central theme/problem/project.
  • Content is organized in a logical manner
Content useful for audience
  • Describes the process, strategies, and tools for the audience to adapt/adopt.
  • Describes the challenges in the assessment project and ways to resolve the challenges.
Assessment-for-improvement focus
  • Describes the program improvement as the result of the assessment process or findings (e.g., adding assignments, changing pre-requisites, refining advising practice, increased faculty collaboration and collegiality).

Suggested Poster Content:

  • Basic program information: number of faculty and students, degree(s) offered, and number of graduates per year, if available
  • Context of assessment project: program learning assessment status/history of assessment in your program
  • Description of the assessment project: useful tips, strategies, tools, steps in the process, and end-products, if applicable
  • Highlight how your program used assessment processes/results for improvement
  • Summary of accomplishments/lessons/strategies to share
  • Acknowledgements, if applicable
Sample Topics:
  • Use of assessment results for curricular improvement
  • Curriculum mapping and its role in program assessment and improvement
  • Development and use of a rubric for program assessment
  • Capstone portfolio assessment for curricular improvement
  • For more examples, see posters from the 2017 exhibit
Examples:

Adopting a New Assessment Approach: Using SALG to Evaluate General Education Learning Outcomes
Wendi V. Vincent, General Education Office
2017 Best Poster Design

Use of a Weighted Curriculum Map for Programmatic Improvements in Communication Sciences and Disorders
Amy E Lower, Communication Sciences & Disorders
2017 Best Faculty Engagement Strategies

Assessment in Paradise: Using Data to Drive Undergraduate Geoscience Initiatives and Programmatic Changes
Michael Guidry and Tiffany Tsang, Oceanography
2017 Best Use of Results

Rubrics to Curriculum Map: Assessment Tools Inform ACM Curriculum Plans
Dan Boulos, Academy for Creative Media
2016 Best Poster Design, Best Use of Results

Articulating Social Work PhD program rubrics into a sustainable assessment
Seunghye Hong, Paula Morelli & Jennifer Kishida, Social Work
2016 Best Poster Design, Best Faculty Engagement Strategies

Developing and Assessing the Come Back to Manoa Program: Why Seniors Leave and How to Help them Graduate
Shannon L. Johnson, Come Back to Manoa, Outreach College
2016 Best Poster Design

Yeah, WRITE! New Disciplinary Writing Curriculum As Outcome of Assessment Cycle
Julie Walsh & Jan Rensel, Center for Pacific Islands Studies
2016 Best Use of Results


Call for Reviewers:

The peer review process used by the Assessment for Curricular Improvement Poster Exhibit maximizes the quality of the educational offerings in the exhibit, emphasizes a positive collegial and collaborative atmosphere, and helps provide submitters with meaningful feedback. If you are interested in reviewing poster abstracts, please contact Yao Hill at yao.hill@hawaii.edu.