Program: Interdisciplinary Studies (BA)
Degree: Bachelor's
Date: Tue Oct 02, 2018 - 3:13:12 pm
1) Program Student Learning Outcomes (SLOs) and Institutional Learning Objectives (ILOs)
1. To acquire knowledge and understanding in students' chosen interdisciplinary field of study
(1a. General education, 1b. Specialized study in an academic field, 2a. Think critically and creatively, 2b. Conduct research, 2c. Communicate and report, 3a. Continuous learning and personal growth, 3b. Respect for people and cultures, in particular Hawaiian culture, 3c. Stewardship of the natural environment, 3d. Civic participation)
2. To develop skills in exploring interdisciplinary relationships
(1a. General education, 1b. Specialized study in an academic field, 2a. Think critically and creatively, 2b. Conduct research, 2c. Communicate and report, 3a. Continuous learning and personal growth, 3b. Respect for people and cultures, in particular Hawaiian culture, 3c. Stewardship of the natural environment, 3d. Civic participation)
3. To develop critical thinking skills through comparing, contrasting, and synthesizing a variety of perspectives
(1a. General education, 1b. Specialized study in an academic field, 2a. Think critically and creatively, 2b. Conduct research, 2c. Communicate and report, 3a. Continuous learning and personal growth, 3b. Respect for people and cultures, in particular Hawaiian culture, 3c. Stewardship of the natural environment, 3d. Civic participation)
4. To communicate clearly both orally and in writing
(1a. General education, 1b. Specialized study in an academic field, 2a. Think critically and creatively, 2b. Conduct research, 2c. Communicate and report, 3a. Continuous learning and personal growth, 3b. Respect for people and cultures, in particular Hawaiian culture, 3c. Stewardship of the natural environment, 3d. Civic participation)
5. To develop problem-solving and life-long learning skills
(1a. General education, 1b. Specialized study in an academic field, 2a. Think critically and creatively, 2b. Conduct research, 2c. Communicate and report, 3a. Continuous learning and personal growth, 3b. Respect for people and cultures, in particular Hawaiian culture, 3c. Stewardship of the natural environment, 3d. Civic participation)
2) Your program's SLOs are published as follows. Please update asneeded.
Department Website URL: https://manoa.hawaii.edu/undergrad/is/program-overview/
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: https://manoa.hawaii.edu/undergrad/is/program-overview/ Other: Other: 3) Please review, add, replace, or delete the existing curriculum map.
- File (03/16/2020)
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) Does the program have learning achievement results for its program SLOs? (Example of achievement results: "80% of students met expectations on SLO 1.")(check one):
No Yes, on some(1-50%) of the program SLOs Yes, on most(51-99%) of the program SLOs Yes, on all(100%) of the program SLOs6) Did your program engage in any program learning assessment activities between June 1, 2015 and October 31, 2018?
Yes No (skip to question 17)7) What best describes the program-level learning assessment activities that took place for the period June 1, 2015 to October 31, 2018? (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) No (skip to question 17) Investigate other pressing issue related to student learning achievement for the program (explain in question 7) Other: 8) Briefly explain the assessment activities that took place.
1. Current Student Survey
2. Grad Exit Survey
3. IS Proposal Review
9) What types of evidence did the program use as part of the assessment activities checked in question 7? (Check all that apply.)
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 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 Assessment-related such as assessment plan, SLOs, curriculum map, etc. Program or course materials (syllabi, assignments, requirements, etc.) Other 1: IS proposal Other 2: 10) State the number of students (or persons) who submitted evidence that was evaluated. If applicable, please include the sampling technique used.
11) 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: 12) 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: Reviewed the course evaluations completed by students taking IS courses.13) Summarize the results of the assessment activities checked in question 7. For example, report the percentage of students who achieved each SLO.
2015 -16: Between 4.50 & 4.63 2017-18: 4.45 & 4.59
Q#3: I have developed problem-solving skills for life-long learning. (SLO 5)
2015 -16: Between 4.57 & 4.67 2017-18: 4.27 & 4.41
Q#5: Writing the IS proposal as part of my application helped me to undertand how to create an academically rigorous problem-focused major in the area of my interest. (SLO 4)
2015 -16: Between 4.91 & 4.79 2017-18: 4.30 & 4.36
Q#6: As an Interdisciplinary Studies major, I was able to explore different academic perspectives and thereby improve my critical thinking skills. (SLO 1 & 3)
2015 -16: Between 4.45 & 4.39 2017-18: 4.55 & 4.86
Q#7: My interdisciplinary Studies adviser assisted me in the process of developing a meaningful academic curriculum in the broad area of my interest. (SLO 1)
2015 -16: Between 4.73 & 4.75 2017-18: 4.09 & 4.73
Q#9: Through the courses in my IS major, I have learned to explore issues from a variety of academic perspectives, which has improved my written communication skills. (SLO 2, 3)
2015 -16: Between 4.23 & 4.50 2017-18: 4.09 & 4.45
Q#10: I have improved my critical thinking skills by learned to compare, contrast, and synthesize a variety of perspectives in my academic field. (SLO 2, 3)
2015 -16: Between 4.50 & 3.92 2017-18: 4.36 & 4.55
Q#13: Considering everything, how would you rate your Interdisciplinary Studies adviser?
2015 -16: Between 4.32 & 4.50 2017-18: 4.36 & 4.32
Each prospective IS major submits an IS proposal before h/she can officially declare IS as a major. The proposal is reviewed by the Review Committee. The reviewer uses the following rubric to review the proposal:
14) 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: