professionally accredited program

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 …

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, …

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 …

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 …

Ho’okaulike: Creating Curricular Equality from a Cultural Perspective

The current climate of equity and inclusion is shining light on the previously ignored issue of honoring and …

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 …

Look and Listen: Developing Faculty Competency in Direct Observation

The Accreditation Council for Graduate Medical Education (ACGME) requires that residency programs assess performance in order to guide …

Supporting Formative Feedback on Teacher Candidates’ Lesson Observations: The Design of a Developmental Curriculum

We will describe a two-year assessment and curriculum project within the elementary education department at the University of …

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 …