Unit: Kinesiology & Rehabilitation Science
Program: Kinesiology & Rehabilitation Sci (MS)
Degree: Master's
Date: Wed Oct 07, 2015 - 12:52:53 pm

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

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:  Program, Physical Activity/Adapted Physical Activity, and Rehabilitation Counseling. Each track has its own student learning outcomes.

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.

Rehabilitation Counseling

http://manoa.hawaii.edu/assessment/2011Uploads/report_KRS_MS_RCP_SLOs_2011.pdf 

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:
UHM Catalog. Page Number:
Course Syllabi. URL, if available online:
Other:
Other: CORE Website: http://www.core-rehab.org/

3) Please review, add, replace, or delete the existing curriculum map.

Curriculum Map File(s) from 2015:

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 learning assessment activities between June 1, 2014 and September 30, 2015?

Yes
No (skip to question 16)

6) What best describes the program-level learning assessment activities that took place for the period June 1, 2014 to September 30, 2015? (Check all that apply.)

Create/modify/discuss program learning assessment procedures (e.g., SLOs, curriculum map, mechanism to collect student work, rubric, survey)
Collect/evaluate student work/performance to determine SLO achievement
Collect/analyze student self-reports of SLO achievement via surveys, interviews, or focus groups
Use assessment results to make programmatic decisions (e.g., change course content or pedagogy, design new course, hiring)
Investigate curriculum coherence. This includes investigating how well courses address the SLOs, course sequencing and adequacy, the effect of pre-requisites on learning achievement.
Investigate other pressing issue related to student learning achievement for the program (explain in question 7)
Other:

7) Briefly explain the assessment activities that took place in the last 18 months.

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 2014-15 (Fall 2014, Spring 2015, Summer 2015).

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 2014-15 (Fall 2014, Spring 2015, Summer 2015).

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.”

Rehabilitation Counseling

Project director attended the 2014 Manoa Assessment Evaluation Institute. As part of her project, she reviewed program SLO’s, revised the program’s curriculum map, and worked with colleagues to revise the clinical assessment tool used to evaluate students’ performance in fieldwork courses. The assessment tool is now in alignment with SLOs and was implemented effective Fall 2014.

8) What types of evidence did the program use as part of the assessment activities checked in question 6? (Check all that apply.)

Direct evidence of student learning (student work products)


Artistic exhibition/performance
Assignment/exam/paper completed as part of regular coursework and used for program-level assessment
Capstone work product (e.g., written project or non-thesis paper)
Exam created by an external organization (e.g., professional association for licensure)
Exit exam created by the program
IRB approval of research
Oral performance (oral defense, oral presentation, conference presentation)
Portfolio of student work
Publication or grant proposal
Qualifying exam or comprehensive exam for program-level assessment in addition to individual student evaluation (graduate level only)
Supervisor or employer evaluation of student performance outside the classroom (internship, clinical, practicum)
Thesis or dissertation used for program-level assessment in addition to individual student evaluation
Other 1: Clinical assessment tool directly reflects student learning
Other 2:

Indirect evidence of student learning


Alumni survey that contains self-reports of SLO achievement
Employer meetings/discussions/survey/interview of student SLO achievement
Interviews or focus groups that contain self-reports of SLO achievement
Student reflective writing assignment (essay, journal entry, self-assessment) on their SLO achievement.
Student surveys that contain self-reports of SLO achievement
Other 1: RSA surveys that reflect attainment of CRC (Certification in Rehabilitation Counseling)
Other 2:

Program evidence related to learning and assessment
(more applicable when the program focused on the use of results or assessment procedure/tools in this reporting period instead of data collection)


Assessment-related such as assessment plan, SLOs, curriculum map, etc.
Program or course materials (syllabi, assignments, requirements, etc.)
Other 1:
Other 2:

9) State the number of students (or persons) who submitted evidence that was evaluated. If applicable, please include the sampling technique used.

 

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.

Fall 2014 (n=14)

Spring 2015 (n=14)

Summer 2015 (n=14)

10) 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 Director worked with faculty from Manoa Assessment Office

11) 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:

12) Summarize the results of the assessment activities checked in question 6. For example, report the percent of students who achieved each SLO.

 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 (48% for Acceptable and 52% 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

AY 2014-2015

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

2014

(n=14)

SPRING

2015

(n=14)

SUMMER

2015

(n=14)

%  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 = 42

%

n = 42

%

n = 42

%

KNOWLEDGE

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

1a

0

8

6

0

6

8

0

6

8

0

0%

20/42

48%

22/42

52%

1b

0

7

7

0

6

8

0

6

8

0

0%

19/42

45%

23/42

55%

1c

0

7

7

0

6

8

0

6

8

0

0%

19/42

45%

23/42

55%

PRACTICE

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

2a

0

8

6

0

6

8

0

6

8

0

0%

20/42

48%

22/42

52%

2b

0

8

6

0

6

8

0

6

8

0

0%

20/42

48%

22/42

52%

2c

0

8

6

0

6

8

0

6

8

0

0%

20/42

48%

22/42

52%

2d

0

8

6

0

14

0

0

6

8

0

0%

28/42

67%

14/42

33%

LEADERSHIP

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

3a

0

2

12

0

6

8

0

6

8

0

0%

14/42

67%

28/42

33%

3b

0

2

12

0

6

8

0

6

8

0

0%

14/42

67%

28/42

33%

 

U = Unacceptable; A = Acceptable; T = Target

 

Rehabilitation Counseling

Aligned original SLOs (139) with PLOs and accreditation standards.

Reexamined curriculum map based on alignment with accreditation standards

Clinical assessment revised to reflect updated SLOs.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

13) What best describes how the program used the results? (Check all that apply.)

Assessment procedure changes (SLOs, curriculum map, rubrics, evidence collected, sampling, communications with faculty, etc.)
Course changes (course content, pedagogy, courses offered, new course, pre-requisites, requirements)
Personnel or resource allocation changes
Program policy changes (e.g., admissions requirements, student probation policies, common course evaluation form)
Students' out-of-course experience changes (advising, co-curricular experiences, program website, program handbook, brown-bag lunches, workshops)
Celebration of student success!
Results indicated no action needed because students met expectations
Use is pending (typical reasons: insufficient number of students in population, evidence not evaluated or interpreted yet, faculty discussions continue)
Other:

14) Please briefly describe how the program used the results.

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.

Rehabilitation Counseling

Implemented assessment tool for all clinical courses since fall 2014

15) Beyond the results, were there additional conclusions or discoveries? This can include insights about assessment procedures, teaching and learning, and great achievements regarding program assessment in this reporting period.

Not at this time

16) If the program did not engage in assessment activities, please explain.

N/A