Unit: Family & Consumer Sciences
Program: Family Resources (BS)
Degree: Bachelor's
Date: Fri Oct 10, 2014 - 12:43:36 pm

1) Institutional Learning Objectives (ILOs) and Program Student Learning Outcomes (SLOs)

1. Goal 1: Acquire a knowledge base in human development. Objective 1. Demonstrate criterion level knowledge of stages, processes, and ranges of typical human development

(1b. Specialized study in an academic field)

2. Goal 2: Acquire a knowledge base in family science and resource management. Objective 1. Demonstrate criterion level knowledge of family diversity in the global community.

(1b. Specialized study in an academic field)

3. Goal 2: Acquire a knowledge base in family science and resource management. Objective 2. Demonstrate criterion level knowledge of family resource management processes.

(1b. Specialized study in an academic field)

4. Goal 3: Acquire a knowledge base of the community context in which family functioning and development take place. Objective 1. Demonstrate criterion level knowledge of the effects of context (social, economic, political, historical, and cultural environment) on family functioning and development.

(1b. Specialized study in an academic field)

5. Goal 4: Acquire professional skills: Objective 1. Demonstrate criterion level skills in written communication.

(2c. Communicate and report)

6. Goal 4: Acquire professional skills: Objective 2. Demonstrate criterion level skills in oral communication.

(2c. Communicate and report)

7. Goal 4: Acquire professional skills: Objective 3. Demonstrate a basic level of computer literacy.

(2c. Communicate and report)

8. Goal 4: Acquire professional skills: Objective 4. Demonstrate basic competence in “helping” skills.

9. Goal 4: Acquire professional skills: Objective 5. Demonstrate basic research skills.

(2b. Conduct research)

10. Goal 5: Apply knowledge and professional skills to address issues encountered in professional settings: Objective 1. Demonstrate critical thinking skills and problem solving abilities.

(2a. Think critically and creatively)

11. Goal 5: Apply knowledge and professional skills to address issues encountered in professional settings: Objective 2. Demonstrate commitment to professional values and ethical behavior.

(3b. Respect for people and cultures, in particular Hawaiian culture)

12. Goal 5: Apply knowledge and professional skills to address issues encountered in professional settings: Objective 3. Demonstrate a satisfactory level of preparation for the world of work and responsibility for continued professional growth.

(3a. Continuous learning and personal growth)

2) Your program's SLOs are published as follows. Please update as needed.

Department Website URL: http://www.catalog.hawaii.edu/schoolscolleges/ctahr/consumer.htm
Student Handbook. URL, if available online:
Information Sheet, Flyer, or Brochure URL, if available online:
UHM Catalog. Page Number: http://www.catalog.hawaii.edu/schoolscolleges/ctahr/consumer.htm#famr
Course Syllabi. URL, if available online:
Other:
Other:

3) Select one option:

Curriculum Map File(s) from 2014:

4) For your program, the percentage of courses that have course SLOs explicitly stated on the syllabus, a website, or other publicly available document is as follows. Please update as needed.

0%
1-50%
51-80%
81-99%
100%

5) Did your program engage in any program assessment activities between June 1, 2013 and September 30, 2014? (e.g., establishing/revising outcomes, aligning the curriculum to outcomes, collecting evidence, interpreting evidence, using results, revising the assessment plan, creating surveys or tests, etc.)

Yes
No (skip to question 14)

6) For the period between June 1, 2013 and September 30, 2014: State the assessment question(s) and/or assessment goals. Include the SLOs that were targeted, if applicable.

Goals

Objectives

Aligned Items (Test and Senior Exit Survey)

1. Acquire a knowledge base in human development

1. Demonstrate criterion level knowledge of stages, processes, and ranges of typical human

development

23. understand concepts in human/family development (Survey)

 

Items 1-16 (Test)

2. Acquire a knowledge base in family science and resource management.

1. Demonstrate criterion level knowledge of family diversity in the global community.

Items 17-24 (Test)

2. Demonstrate criterion level knowledge of family resource management processes.

24. understand concepts in family management & financial planning (Survey)

 

Items 25-29 and 31-33 (Test)

3. Acquire a knowledge base of the community context in which family functioning and development take place

1. Demonstrate criterion level knowledge of the effects of context (social, economic, political, historical, and cultural environment) on family functioning and development.

Item 30 (Test)

4. Acquire professional skills

1. Demonstrate criterion level skills in written communication.

20. develop my writing skills (Survey)

2. Demonstrate criterion level skills in oral communication.

21. develop oral communication skills; to speak more effectively (Survey)

3. Demonstrate a basic level of computer literacy.

34. PowerPoint (Survey)

35. Spreadsheet (Excel) (Survey)

36. Data analysis (SPSS) (Survey)

37. Graphics (Survey)

38. Reference (library) databases (PsycINFO, ERIC, etc.) (Survey)

39. Statistical databases (Kids Count, Census Bureau, etc.) (Survey)

40. Have you ever used library resources to write a review of the empirical literature? (Survey)

4. Demonstrate basic competence in “helping” skills.

 

 

5. Demonstrate basic research skills.

25. understand and evaluate research in family & consumer sciences (Survey)

5. Apply knowledge and professional skills to address issues encountered in professional settings

1. Demonstrate critical thinking skills and problem solving abilities.

22. develop critical thinking and problem solving skills (Survey)

 

Items 41-44 and 50 (Test)

2. Demonstrate commitment to professional values and ethical behavior.

27. appreciate/respect individual differences; diversity of backgrounds (Survey)

 

Items 45-49 (Test)

3. Demonstrate a satisfactory level of preparation for the world of work and responsibility for continued professional growth.

26. develop and evaluate research-based programs (Survey)

28. Explore diverse professional opportunities in FAMR (Survey)

29. grow as a person (Survey)

 

7) State the type(s) of evidence gathered to answer the assessment question and/or meet the assessment goals that were given in Question #6.

During the academic year 2013-2014 our program engaged in revising the assessment plan. Led by the one-person faculty assessment committee and in close consultation with the UH Manoa Assessment Office, our program has decided to collect direct and indirect evidence of the effectiveness of the program in supporting our students in achieving the SLOs, using the following design:

 

(a)    Direct evidence: We developed and piloted a new tool to collect student data on students’ content knowledge and skills. This new tool is a test composed of 50 multiple-choice content questions that is administered to our incoming students in the first couple of weeks of the semester, and to our exiting students in the last couple of weeks of the semester. The tool is being used for pre- and post-test, longitudinally following the same group of student, as well as for cohort comparisons.

 

(b)   Indirect evidence: We continued using a senior exit survey of students' attitudes and perceptions about their experience in the FamR program that was developed by the Department.

 

We interpreted the evidence, and are engaged in an ongoing discussion about the usefulness of the new instrument. 

8) State how many persons submitted evidence that was evaluated. If applicable, please include the sampling technique used.

(a)    Direct evidence:

To measure initial levels of content knowledge and skills associated with the SLOs, we administered the test to our incoming students during their first two weeks of school in the spring semester during a FamR230 (Human Development) class, which is the first required class our majors take (N = 268 students).

To measure advanced levels of content knowledge and skills associated with the SLOs, we administered the test to our exiting students during their last two weeks of school in the spring semester during a FamR495 (Capstone Portfolio) class, which is the last required class our majors take (N = 39 students).

 

(b)   Indirect evidence: We administered the exit survey to graduating seniors to measure their perceptions of their experience in the FamR Program during their last two weeks of school in the fall semester during a FamR495 (Capstone Portfolio) class, which is the last required class our majors take (N = 39 students).

9) Who interpreted or analyzed the evidence that was collected? (Check all that apply.)

Course instructor(s)
Faculty committee
Ad hoc faculty group
Department chairperson
Persons or organization outside the university
Faculty advisor
Advisors (in student support services)
Students (graduate or undergraduate)
Dean/Director
Other: Note: This is a one-person faculty committee

10) How did they evaluate, analyze, or interpret the evidence? (Check all that apply.)

Used a rubric or scoring guide
Scored exams/tests/quizzes
Used professional judgment (no rubric or scoring guide used)
Compiled survey results
Used qualitative methods on interview, focus group, open-ended response data
External organization/person analyzed data (e.g., external organization administered and scored the nursing licensing exam)
Other:

11) For the assessment question(s) and/or assessment goal(s) stated in Question #6:
Summarize the actual results.

Goals

Objectives

Aligned Items (Test and Senior Exit Survey)

% Yes or Adequate1

OR

% Correct2

Aggregated Achievement3

1. Acquire a knowledge base in human development

1. Demonstrate criterion level knowledge of stages, processes, and ranges of typical human

development

Survey: Item 23

100%

75%

Test: Items 1-16

41% (Pre)

49% (Post)

2. Acquire a knowledge base in family science and resource management.

1. Demonstrate criterion level knowledge of family diversity in the global community.

Test: Items 17-24

55% (Pre)

69% (Post)

79%

2. Demonstrate criterion level knowledge of family resource management processes.

Survey: Item 24

97%

Test: Items 25-29 and 31-33

64% (Pre)

72% (Post)

3. Acquire a knowledge base of the community context in which family functioning and development take place

1. Demonstrate criterion level knowledge of the effects of context (social, economic, political, historical, and cultural environment) on family functioning and development.

Test: Item 30

59% (Pre)

59% (Post)

59%

4. Acquire professional skills

1. Demonstrate criterion level skills in written communication.

Survey: Item 20

100%

87%

2. Demonstrate criterion level skills in oral communication.

Survey: Item 21

100%

3. Demonstrate a basic level of computer literacy.

Survey: Item 34

100%

Survey: Item 35

82%

Survey: Item 36

59%

Survey: Item 37

72%

Survey: Item 38

100%

Survey: Item 39

79%

Survey: Item 40

74%

4. Demonstrate basic competence in “helping” skills.

 

 

5. Demonstrate basic research skills.

Survey: Item 25

100%

5. Apply knowledge and professional skills to address issues encountered in professional settings

1. Demonstrate critical thinking skills and problem solving abilities.

Survey: Item 22

100%

88%

Test: Items 41-44 and 50

38% (Pre)

64% (Post)

2. Demonstrate commitment to professional values and ethical behavior.

Survey: Item 27

97%

Test: Items 45-49

45% (Pre)

59% (Post)

3. Demonstrate a satisfactory level of preparation for the world of work and responsibility for continued professional growth.

Survey: Item 26

97%

Survey: Item 28

97%

Survey: Item 29

100%

1.       This is the percent of respondents who chose “yes” on the survey items 20-29 and 40, and those who chose 3 (adequate) or higher on item 34-39.

2.       This is the percent of respondents who chose the correct answer in the pre- and post-test.

3.       This is the average of the item percentages under each goal for the graduating students.

12) State how the program used the results or plans to use the results. Please be specific.

Our department is at the initial steps of using the current assessment tools and engaged in an ongoing discussion about the effectiveness of these tools and ways to refine tools for measuring students’ performance on learning objectives, including ways to assess not only depth of knowledge but also its application. While we will continue using the senior exit survey in its current version, our immediate steps regarding the pre- and post- test include an item analysis of the items included in the test using a multiple-choice question checklist, and then a possible introduction of case studies, problem/solution evaluation, and incomplete scenarios.

 

After we reach conclusions based on a strong assessment we will begin using the results to revisit goals and objectives to determine their appropriateness for the FamR program and clarifying them as needed.

13) Beyond the results, were there additional conclusions or discoveries?
This can include insights about assessment procedures, teaching and learning, program aspects and so on.

We are continuing to review our courses/syllabi with the goal of establishing consistency across our classes, in terms of making sure all our courses have explicit SLOs and policies such as grades (As, Bs, Cs…), attendance, excused, plagiarism, accommodations for disabilities, etc. 

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.