2015

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 …

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% …

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 …

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 …

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 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 …

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 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, …

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 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 …

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). …

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 …

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 …

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 …

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 …

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 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. …

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 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 …

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 …

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 …

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 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 …

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 …

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 …

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 …

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 …

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, …