Program: Student Services
Date: Tue Oct 09, 2012 - 9:48:43 am
1) Below are your program's student outcomes (SOs). Please add or update as needed.
A. Use MYUH, STAR, Catalog, Schedule of Classes, and/or program sheets to identify and understand program requirements.
B. Design a reasonable and timely academic plan that leads to a Bachelor degree in a desired field.
C. Identify academic, career, and life goals that incorporate his/her personal values, interests, and aptitudes, and skills.
D. Come to academic advising sessions prepared with questions, an academic plan, and/or other relevant materials.
E. Locate and effectively use information and resources to help them achieve their educational goals.
2) Your program's SOs are published as follows. Please update as needed.
Program's Website. URL: Student Handbook. URL, if available online: Information Sheet, Flyer, or Brochure. URL, if available online: 
UHM Catalog. Page Number: 287 Other: Other: 3) Provide the program's activity map or other graphic that illustrates how program activities/services align with program student outcomes. Please upload it as a PDF.
- File (10/09/2012)
4) Did your program engage in any program assessment activities between June 1, 2011 and September 30, 2012? (e.g., establishing/revising outcomes, aligning activities to outcomes, collecting evidence, interpreting evidence, using results, revising the assessment plan, creating surveys, etc.)
Yes
No (skip to question 14)5) For the period June 1, 2011 to September 30, 2012: State the assessment question(s) and/or assessment goals. Include the student outcomes that were targeted, if applicable.
Goal 1: Use MyUH, STAR, Catalog, Schedule of Classes, and /or program sheets to identify and understand program requirements.
Goal 2: Design a resonable and timely academic plan that leads to a Bachlor degree in a desired field.
Goal 3: Identify academic, career, and life goals that incomportate his/her personal values, interests, aptitudes,and skills.
Goal 4: Come to academic advising sessions prepared with questions, an academic plan, and/or other relevant materials.
Goal 5: Locate and effectively use information and resources to help them achieve educational goals.
6) State the type(s) of evidence gathered to answer the assessment question and/or meet the assessment goals that were given in Question #5.
A. New Student Orientation - surveys were collected at the end of the day-long session from participants.
B. Mandatory Advising - Planning sheets and a listing of recommended courses were received from both students and advisors.
C. Graduation Check - Worksheets were collected from students who intend to graduate in the next two semesters.
D. Exit Interview - Summary of responses from upcoming graduates.
7) State how many persons submitted evidence that was evaluated. If applicable, please include the sampling technique used.
A. Enrolled majors in Spring 2012 = 122
B. New Fall 2012 students who participated in the New Student Orientation = 33
C. Advisors = 3
D. Total = 155
Summary of technique: This was the first time that the SOEST New Student Orientation program was mandatory for newly admitted and newly transferring students and all participants were required to complete an evaluation of the program. We were able to capture more students on one day rather than during the first two weeks of the semester. This was a tremendous savings in time and resources.
All majors were required to attend a one-on-one mandatory advising session with their advisors before they were permitted to register for the fall semester. Registration holds were inputted so that students would follow through with their advising sessions. Students had to produce a semester-by-semester plan from the current semester through their final semester that included courses, credit hours, non-intro credit hours and any Manoa General Education and Graduation Requirements. Students were required to bring this ‘Planning Sheet’ to their advising sessions for discussion with their advisors. This exercise demonstrated whether or not a student understands his/her requirements and whether the student utilizes reference tools (MyUH, catalog, schedule of class, program sheets).
Once there was a clear understanding for the requirements and the advisor was agreeable to the proposed course plan for the fall semester, the advisor completed the ‘Authorization to Register’ form. This form became the contract that confirmed that the student and advisor had met and both are in agreement with the suggested courses for the Fall 2012 semester. The authorization form was then sent to the Director of Student Services as evidence and to trigger the removal of the student’s registration hold. Both ‘Planning Sheet’ and ‘Authorization to Register’ forms are kept in the student’s file.
Every student is required to use STAR to confirm their requirements and credit hours and then complete a ‘Graduation Worksheet’. Once the Graduation Worksheet has been completed and approved by the Director of Student Services, the student has an Exit Interview with the director two weeks into the semester of graduation.
8) Who interpreted or analyzed the evidence that was collected? Check all that apply.
Program faculty/staff member(s) Faculty/staff committee Ad hoc faculty/staff group Director or department chairperson Persons or organization outside the university Students (graduate or undergraduate) Dean or Associate Dean Advisory Board Other: 9) How did he/she/they evaluate, analyze, or interpret the evidence? Check all that apply.
Compiled survey results Used quantitative methods on student data (e.g., grades, participation rates) or other numeric data Used qualitative methods on interview, focus group, or other open-ended response data Scored exams/tests/quizzes Used a rubric or scoring guide Used professional judgment (no rubric or scoring guide used) External organization/person analyzed data (e.g., Social Science Research Institute) Other: 10) For the assessment questions/goals stated in Question #5, summarize the actual results.
Assessment goals have been mastered.
11) What was learned from the results?
A. Collaborative teaching-learning (advisor-advisee) partnership is enhanced with mandatory one-on-one advising.
B. With initial direction and instruction from advisors, student can learn how to use essential tools to create a timely academic plan leading to a bachelor degree in a timely manner.
C. Continued collaboration between advisor and advisee results in a personalized education that is consistent with the student’s goals.
12) State how the program used the results or plans to use the results. Please be specific.
A. Share assessment results with advisors.
B. Continue with mandatory participation at the SOEST Welcome Orientation each fall.
C. Reinforce results of collaborative practices between advisors and advisees.
D. Initiate further dialog between advisor and advisees in third and fourth years in areas relating to practical experiences, graduate school, career prospects, and employment opportunities to move student from current environment to the next. The goal is for students to apply their educational experiences beyond the classroom.
13) Reflect on the assessment process. Is there anything related to assessment procedures your program would do differently next time? What went well?
The Mandatory Welcome Orientation was very successful and we plan to continue to offer the program and have it be a required event for all newly admitted and transferring students to attend.
14) If the program did not engage in assessment activities, please explain.
Or, if the program did engage in assessment activities, please add any other important information here.
It appears that we have mastered most of our initial learning outcomes. We would like to continue with the present course and focus on helping our students to apply their educational experience beyond the classroom.