Unit: Kinesiology & Rehabilitation Science
Program: Kinesiology & Rehabilitation Sci (MS)
Degree: Master's
Date: Mon Oct 13, 2014 - 2:30:34 pm

1) Below are your program's student learning outcomes (SLOs). Please update as needed.

The goal of the College of Education is to prepare highly-qualified knowledgeable, effective, and caring professionals who contribute to a just, diverse, and democratic society. In contributing to meeting that goal, the Department of Kinesiology and Rehabilitation Science houses four graduate program tracks under the MS degree. They are: Entry Level Graduate Athletic Training Education Program, Post-Professional Advanced Athletic Training Program, Physical Activity/Adapted Physical Activity, and Rehabilitation Counseling. Each track has its own student learning outcomes.

Entry Level Graduate Athletic Training Program (EL-GATEP)

The Program Goals and Objectives are:

  1. To prepare students for successful completion of the BOC Examination
  • Provide comprehensive instruction of the NATA educational competencies.
  • Provide a comprehensive clinical education program for practical application of NATA clinical proficiencies.
  1. Through an integrated didactic and clinical education program, promote critical thinking and communication skills necessary for an allied health care provider.
  • Provide the foundation of concepts in athletic training Content Areas through formal course instruction.
  • Promote critical thinking and communication skills allowing for application of knowledge in the practical clinical setting.
  • Facilitate clinical problem solving through problem-based activities in the clinical education plan.
  1. To prepare students to function socially and vocationally in society
  • Through the clinical education program, integrated with off campus clinical sites, the student will develop skills for communication and tolerance for a diverse population. 
  • Through a strong didactic and clinical education, the students will be able to perform as a competent entry level certified athletic trainer.
  1. To promote the professional growth and development of each student and an ability to contribute in a positive manner to the profession of athletic training
  • Through membership in national, regional, and state professional organizations
  • Through attendance at professional meetings
  • Through introduction to professional research methods
  1. To develop self-worth, a value for human life, and respect the rights, welfare and dignity of each person they work with as a patient, student, or co-worker.
  • Through Service Learning and Community Engagement
  • Through instruction of the NATA Code of Ethics
  • Through application of the NATA Code of Ethics in a diverse and comprehensive clinical education program

Physical Activity/Adapted Physical Activity (PA/APA)

Graduate candidates will demonstrate knowledge, skills, and dispositions in the following three areas:

  1. Professional Knowledge
    1. Understand and Explain content in movement and pedagogy.
    2. Represent and communicate content knowledge to make it comprehensible to learners (i.e., pedagogical content knowledge).
    3. Understand processes and methods of systematic intentional inquiry about learning and teaching in physical activity.
  2. Professional Practice
    1. Demonstrate understanding and application of content knowledge and pedagogical content knowledge appropriate to the learners, the learning environment and long- and short-term outcomes/goals.
    2. Demonstrate integration of planning, instruction and assessment as a unified process to achieve long- and short-term outcomes/goals.
    3. Demonstrate differentiation of instruction based on personal and cultural characteristics of learners particularly persons of color and Native Hawaiians.
    4. Demonstrate systematic inquiry about the practice and the learners served.
  3. Professional Leadership
    1. Conduct inquiry into professional knowledge and practice and communicates results of inquiry to the profession and community.
    2. Continue personal development through contributions to the growth and professional learning of others.

Post Professional Advanced Athletic Training Program (PP-ATP)

In keeping with national accreditation requirements from the National Athletic Trainers’ Association, the Post-Professional Advanced Athletic Training Program (PP-AATP) has established the following Points of Distinctiveness (POD):

  1. Provide students with in-depth didactic and practical educational experiences in exercise physiology.
  2. Provide students with an in-depth educational experience in human anatomy.
  3. Prepare students to pursue continuous education and career opportunities in academia in Athletic Training and allied health.

Specific Learning Outcomes for these POD’s include:

Students will:

  1. demonstrate advanced understanding of exercise physiology concepts and principles
  2. demonstrate the ability to design and implement sound research projects in exercise physiology
  3. demonstrate the ability to utilize equipment and technologies associated with exercise physiology in fitness assessment and data collection
  4. demonstrate the ability to critically evaluate published research in exercise physiology related Athletic Training research.
  5. demonstrate advanced understanding of human anatomy content and principles
  6. demonstrate advanced understanding of anatomical structures in human cadaver
  7. demonstrate the ability to apply principles of human anatomy to orthopedic evaluation and rehabilitation
  8. develop competency as instructors in university courses
  9. demonstrate the ability to utilize equipment and technologies in the completion of research in exercise physiology, athletic training and biomechanics.
  10. develop advanced understanding of issues related to athletic training curriculum development, implementation and administration

Rehabilitation Counseling

See link for document.

 

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

Department Website URL: https://coe.hawaii.edu/academics/kinesiology-rehabilitation-science/ms-programs
Student Handbook. URL, if available online:
Information Sheet, Flyer, or Brochure URL, if available online: https://coe.hawaii.edu/academics/kinesiology-rehabilitation-science/ms-programs/programs/athletic-training-entry-level
UHM Catalog. Page Number:
Course Syllabi. URL, if available online: NA
Other: NATA Website: http://www.nata.org/education/educational-programs/accredited-programs
Other: CORE Website: http://www.core-rehab.org/

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.

Entry-level Athletic Training Program (EL-ATP)

During this assessment period, the EL-ATP did not have any majors enrolled. This program was on a every other year recruitment cycle due to the limited number of faculty members. This program continues to accredited by the Commission on Accreditation of Athletic Training Education (CAATE). Fall 2014 began a new cycle and students are enrolled. The following areas are assessed:

1.  Student Performance - in connection with professional conduct and dispositions; including maintaining adequate grade point averages

2.  Clinical Experience Evaluation - preceptors (field mentors) clinical report and evaluation of candidates in the field.

3.  Academic course Evaluations - candidates must pass all required courses with a B or better and must maintain a 3.0 minimal GPA.

4.  Overall Program Evaluations - the program gets evaluated by CAATE based on the pass rates for National exams (e.g., BOC)

Physical Activity/Adapted Physical Activity

The assessment system for the Physical Activity/Adapted Physical Activity (PA/APA) program is aligned with the College of Education’s goal to prepare educators who are knowledgeable, effective, and caring professionals. By identifying the program standards to be addressed in each of our key program assessments, we are able to collect evidence of our candidates’ knowledge, skills, and dispositions throughout the program. 

The assessments for the PA/APA Programs focus on the following: Review of Literature (Professional Knowledge), Leadership and Professionalism (Professional Practice), and Methods of Inquiry (Professional Leadership). These assessments answer the questions: Does the student demonstrate a thorough understanding of his/her content area? Is the student able to perform leadership qualities toward internal and external constituencies, and Is the student able to complete a research project (Plan A or Plan B) to add to the body of knowledge?

The Review of Literature is an assignment that is built overtime to reflect constant dynamics of environmental, societal, and physical changes to the field. Along with their advisor, candidates review and report on issues relative to the field. Such reviews are done with the “eye” toward conducting research. Leadership and Professionalism artifacts are developed within program courses. Permanent products such as presenting at a local or state conference, serving on expert panel, or providing inservices to constituencies are documented with candidates. The Research project is the culminating evidence of meeting methods of inquiry with the application by securing Institutional Research Board (IRB) approval. Each course in the PA/APA program has an identified major focus supporting a specific SLO. Each assessment area has an assign rubric for scoring and implementation which is used by program faculty. The "standardization" with the use of rubrics provides validation that all students in the PA/APA Program are held to the same standard and consistency in assessing student professional knowledge, professional practice and professional leadership.

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.

Entry-Level Athletic Training Program

The EL-ATP Education program uses the following assessment tools to gather evidence on the areas mentioned above:

        Direct Evidence

1. Course grades

2.  Field experiences report

3.  Results of the BOC exam

        Indirect Evidence

1.  end of the semester survey

2.  exit interview

Physical Activity/Adapted Physical Activity

Direct evidence

1. (Professional Knowledge) Review of Literature: Candidates demonstrate their acquisition of knowledge by synthesizing and critically reviewing literature relevant to a topic of their choice. Candidates must also communicate this review in a comprehensible manner. Data are reported for AY 2013-14 (Fall 2013, Spring 2014, Summer 2014).

2. (Professional Practice) Leadership Project: Candidates demonstrate an analytic capacity that is informed by theory, research, and practice to demonstrate application of appropriate content knowledge, pedagogical content knowledge and differentiation of instruction. Data are reported for AY 2013-14 (Fall 2013, Spring 2014, Summer 2014).

3. (Professional Leadership) Application to Human Studies Program: Candidates file an application with the University of Hawai‘i’s Human Studies Program in order for that committee to scrutinize each candidate’s proposed study to ensure it meets all appropriate ethical considerations. Data are reported for AY 2013-14 (Fall 2013, Spring 2014, Summer 2014).

Indirect evidence: Each semester, program completer surveys are distributed by the Dean’s Office to our candidates in their final semester of the program. This data is published in reports aggregated by program in the COE Intranet and is also reported on the COE public website, “Measuring Our Success.”

 

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

Entry-Level Athletic Training Education Program

Data are collected on all candidates enrolled in this program. However the program took a hiatus last year and only recently enrolled (Fall 2014) candidates.

Physical Activity/Adapted Physical Activity

All PA/APA majors completed either a Plan A, Plan B or Comprehensive Exam. There no sampling was done. All majors assessment information is included here.

Summer 2013 (n=6)

Fall 2013 (n=8)

Spring 2014 (n=14)

Summer 2014 (n=7)

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: Program Coordinator

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: Field experience form, clinical checklist

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

Entry-Level Athletic Training Education Program

The cohort graduated in May 2013 and the program took one year hiatus, therefore, no new students were admitted for the AY 2013-2014. 

All students of passed the BOC exam for their first attempt, which reflects the success of the program in preparing students for BOC exam.  

Through end of semester survey and exit interview, most students expressed much improvements and grater satisfaction in the program quality for their second year compared to the first year of the program.  Student felt that the clinical education provided by the preceptors were most helpful. 

Physical Activity/Adapted Physical Activity

These assessments answer the questions: Does the student demonstrate a thorough understanding of his/her content area? Is the student able to perform leadership qualities toward internal and external constituencies, and Is the student able to complete a research project (Plan A or Plan B)?

Data for Professional Knowledge show an acceptable aggregated score for all assignments and particularly the review of literature within his/her content area. Candidates are able to develop a review of literature and communicate this information to others. Specific data illuminated from fall, spring and summer show 67% of candidates are at the acceptable levels, while 33% were target. The progress made for this SLO is direct result of continuous development of the review of literature from multiple faculty with consistency. Candidates continue to develop this inquiry process throughout their matriculation. The program continues to monitor progress in this area.

Summary of Professional Practice shows acceptable measures for all candidates across fall, spring and summer semesters (67% for Acceptable and 33% for Target). Candidates are able to demonstrate application of content knowledge as these pertain to learners and varied environments. Candidates are also able to create long and short range goals and differentiate instruction to school-aged learners, young adults and older individuals. Evidence can be found within courses where permanent products like formal presentations, workshops, and inservices were provided. One noticeable element that requires attention is our ability to appropriately address the needs of a diverse group of individuals. While we are acceptable, this mainly is the direct result of courses completed that candidates obtain information related to diversity. Limited to no actual planning or instruction is directly attributed to persons of color or Native Hawaiians (96% Acceptable and 4% Target). This is area of needed growth for our program.

Candidates have demonstrated adequate Leadership development as evidence by the number of approved IRB applications submitted. All candidates are required to submit such a document to demonstrate that leadership ability requires attention to items such as ethics and the protection of humans in conducting research. Similarly, all candidates must successfully pass the CITI training for Human Studies Research prior to being approved for any research. The program will continue to monitor progress in this area.

Data Table for PA/APA

 

Data Table

AY 2013-2014

 

Scoring rubrics for each of the SLO were created to individually score graduate candidates artifacts and documentation. Scoring for each rubric was done for each SLO and then aggregated for this overall data table.

DIRECT EVIDENCE

FALL

2013

(n=8)

SPRING

2014

(n=12)

SUMMER

2014

(n=7)

%  graduate candidates at Unacceptable Level

% graduate candidates at Acceptable Level

% graduates candidates at Target Level

SLO

U

A

T

U

A

T

U

A

T

n = 27

%

n = 27

%

n = 27

%

KNOWLEDGE

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

1a

0

8

0

0

4

8

0

6

1

0

0%

18/27

67%

9/27

33%

1b

0

8

0

0

4

8

0

6

1

0

0%

18/27

67%

9/27

33%

1c

0

8

0

0

4

8

0

6

1

0

0%

18/27

67%

9/27

33%

PRACTICE

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

2a

0

8

0

0

4

8

0

6

1

0

0%

18/27

67%

9/27

33%

2b

0

8

0

0

4

8

0

6

1

0

0%

18/27

67%

9/27

33%

2c

0

8

0

0

4

8

0

6

1

0

0%

18/27

67%

9/27

33%

2d

0

8

0

0

12

0

0

6

1

0

0%

26/27

96%

1/27

4%

LEADERSHIP

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

3a

0

8

0

0

6

6

0

6

1

0

0%

18/27

67%

9/27

33%

3b

0

8

0

0

6

6

0

6

1

0

0%

18/27

67%

9/27

33%

 

U = U    U = Unacceptable                  nacceptable; A  = Acceptable; T = Target

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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

Entry-Level Athletic Training Education Program

The program continues to utilize those high quality preceptors and the clinical sites as the program’s clinical rotate sites.  

Most feedback from the students were positive mostly related to the change in the program director.  The comments were mostly related to the teaching methods rather than the program structure.  Incorporating hands-on and critical thinking/problem solving activities in the didactic courses seemed to be appreciated and enhanced their active learning experience.  The program will continue to strive for the high quality and effective educational methods. 

Physical Activity/Adapted Physical Activity

The program utilized the results to address the following: First, maintain a Content Knowledge focus with candidates by providing parameters on specific topics or topics of interest. Previously, faculty have allowed candidates to “select their own topic” which may or may not have a faculty/advisor alignment. More detailed discussions and focus needs to be made during the review of literature portion of the program. Second, candidates come into the program with varied backgrounds and therefore maintaining a program focus to school-aged learners and young adults is needed. Establishing parameters on the “type of audience” candidates will conduct their research is necessary. Third, the program needs to improve information dissemination on persons of color, diversity and Native Hawaiians. Minimal research inquiry is done within this area.

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.

Not at this time

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.

N/A