Program: Curriculum Studies (MEd)
Degree: Master's
Date: Tue Nov 13, 2018 - 12:09:25 pm
1) Program Student Learning Outcomes (SLOs) and Institutional Learning Objectives (ILOs)
1. Professionalism. This standard includes knowledge, skills and dispositions relating to: 1. Communicating effectively; 2. Working collaboratively and cooperatively with families, community members, educational personnel and professionals from diverse backgrounds and cultures (including those from other disciplines); 3. Being reflective about practice, connecting theory and practice; 4. Understanding professional ethics and ethical behavior; 5. Commitment to continuing one�s own professional growth; 6. Contributing to the growth of the profession; 7. Exemplifying a caring attitude towards students, colleagues and the community.
(1. Demonstrate comprehensive knowledge in one or more general subject areas related to, but not confined to, a specific area of interest., 4. Critically analyze, synthesize, and utilize information and data related to one’s field of study., 5. Proficiently communicate and disseminate information in a manner relevant to the field and intended audience., 6. Conduct research or projects as a responsible and ethical professional, including consideration of and respect for other cultural perspectives., 7. Interact professionally with others.)
2. Research in Education. This standard includes knowledge, skills and dispositions relating to: 1. The ability to critically review and synthesize research and evaluation literature; 2. Awareness of the strengths and weaknesses of experimental, survey, and qualitative research designs; 3. Knowledge of the strategies of qualitative and quantitative inquiry; 4. The ability to design research and/or evaluation protocols suitable for inquiry in one�s area of specialization and practice; 5. The ability to interpret research that uses descriptive and inferential statistics; 6. The ability to collect and interpret qualitative data; 7. Knowledge of ethical dimensions of educational research
(1. Demonstrate comprehensive knowledge in one or more general subject areas related to, but not confined to, a specific area of interest., 2. Demonstrate understanding of research methodology and techniques specific to one’s field of study., 3. Apply research methodology and/or scholarly inquiry techniques specific to one’s field of study., 4. Critically analyze, synthesize, and utilize information and data related to one’s field of study., 5. Proficiently communicate and disseminate information in a manner relevant to the field and intended audience., 6. Conduct research or projects as a responsible and ethical professional, including consideration of and respect for other cultural perspectives.)
3. Curriculum and Pedagogy. This standard includes knowledge, skills and dispositions relating to: 1. Curriculum and pedagogical knowledge needed to design an appropriate program for candidates in an area of emphasis; 2. Understanding of current issues and appropriate methods/approaches for teaching; 3. Assessment and evaluation of learning; 4. Accommodating diversity in age, ability, culture and language; 5. The mutually-constitutive relationships between theory and practice and between teaching and learning; 6.Understanding the components of effective teaching; 7.Further development of reflective practices to improve teaching and learning.
(1. Demonstrate comprehensive knowledge in one or more general subject areas related to, but not confined to, a specific area of interest., 4. Critically analyze, synthesize, and utilize information and data related to one’s field of study., 6. Conduct research or projects as a responsible and ethical professional, including consideration of and respect for other cultural perspectives.)
4. The Field of Education. This standard includes knowledge, skills and dispositions relating to: 1. Current issues and evolving trends relating to teaching and learning; 2. Historical, socio-cultural, political and economic influences on education; 3. Research into education as a social and political institution; 4. Issues relating to language and culture in educational programs; 5. The range of programs and services available to students in a given area of emphasis.
(1. Demonstrate comprehensive knowledge in one or more general subject areas related to, but not confined to, a specific area of interest., 2. Demonstrate understanding of research methodology and techniques specific to one’s field of study., 3. Apply research methodology and/or scholarly inquiry techniques specific to one’s field of study., 4. Critically analyze, synthesize, and utilize information and data related to one’s field of study., 6. Conduct research or projects as a responsible and ethical professional, including consideration of and respect for other cultural perspectives.)
2) Your program's SLOs are published as follows. Please update asneeded.
Department Website URL: https://coe.hawaii.edu/academics/curriculum-studies-edcs/about-med-curriculum-studies Student Handbook. URL, if available online: Information Sheet, Flyer, or Brochure URL, if available online: By concentration
UHM Catalog. Page Number: Course Syllabi. URL, if available online: 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.
Each semester during this period, faculty collected evidence and assessed students' achievement on one or two SLO rubrics, depending on the course they were teaching. The MEd-CS Assessment Liaison collected and analyzed this data. New and longitudinal data was reported at faculty meetings each semester, with implications discussed and conclusions recorded in minutes. Based on these findings, standards and two rubrics were revised in Spring 2017.
We also analyzed surveys completed by graduating students. Results of both direct and indirect measures were used for program improvement.
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: Other 2: 10) State the number of students (or persons) who submitted evidence that was evaluated. If applicable, please include the sampling technique used.
Over this period, 599 students submitted evidence that was evaluated on MEd-CS program rubrics. The five assessment rubrics are tied to specific courses, so the same students were assessed multiple times throughout the program. Faculty assess every MEd-CS student on all five rubrics, so sampling techniques were not used.
Course/ Evidence/ Number of students who submitted evidence
EDCS 622 Curriculum Leadership/ Review of Literature/ n=140
EDCS 632 Qualitative Research Methods/ Application to CHS/ n=277
Concentration courses/ Lesson Series: Curriculum Emphasis/ n=58
Concentration courses/ Lesson Series: Cultural Emphasis/ n=24
EDCS 667 Seminar in Curriculum/ Personal Curriculum History/ n=100
In addition, 60 students completed MEd-CS Program Completion Surveys upon graduation, 2015-18. These surveys are distributed by the College of Education assessment office each semester and compiled/reported by year.
Thirty-seven percent of 162 graduates completed the surveys. Given the low rate of return for 2015-17 (28%), faculty now send out reminders and encourage students in class and during final orals to submit the surveys. This change increased the 2017-18 return rate to 77%!
Both MEd-CS program rubrics and Completion Suveys were used for program improvement.
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: Assessment Liaison presented results at faculty meetings for discussion and to plan for program improvement.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: 13) Summarize the results of the assessment activities checked in question 7. For example, report the percentage of students who achieved each SLO.
Percentages of assessed students who met or exceeded criteria on SLO rubrics were:
01 Field of Education: 98.5%
02 Curriculum & Pedagogy: 98.94%
03 Research in Education: 99.54%
04 Professionalism: 99.25%
On the MEd-CS Program Completion Survey, students rated the degree to which "The master's program helped me" on a 4-point scale 2015-17 and a 5-point scale for 2017-18 (strongly agree to strongly disagree).
2015-17 2017-18
01 Field of Education:
Become more knowledgeable in my field (3.70 out of 4) (4.83 out of 5)
Develop important new skills in my field (3.65) (4.83)
02 Curriculum & Pedagogy:
Further my ability to work with diverse individuals (3.43) (4.87)
Develop my ability to make informed decisions about complex issues (3.57) (4.70)
03 Research in Education:
Develop my knowledge of research methodology (3.70) (4.74)
Develop my ability to apply research skills (3.62) (4.65)
Develop my writing skills (3.41) (4.57)
Develop my presentation skills (3.41) (4.13)
04 Professionalism:
Grow as an educational professional (3.78) (4.91)
Target areas of development for my professional growth (3.70) (4.91)
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: 15) Please briefly describe how the program used the results.
The percentage of students who met or exceeded criteria ranged from 98.50 to 99.54 on the four SLOs (i.e., Field of Education, Curriculum & Pedagogy, Research in Education, Professionalism). On the MEd-CS Program Completion Survey, responses fell between agree and strongly agree on all items measuring the degree to which the program helped students achieve the SLOs.
While pleased with MEd-CS students' levels of achievement, the Department of Curriculum Studies revised its Mission and Vision statements to make explicit our emphasis on leadership and being a "Hawaiian place of learning." Our vision statement is:
ʻO ke kākoʻo ʻana i nā alakaʻi i mākaukau me ka pono no ko Hawaiʻi Pae ʻĀina a puni, me ka hoʻokumu ʻana i nā hana e pono ai ka ʻāina, a me ka noho maluhia ʻana o Kānaka.
Curriculum Studies supports curricular leaders who are committed to collaborating with their communities, particularly in Hawai‘i and the Pacific, to build a more socially just, sustainable, and equitable society.
Our mission statement is:
E mālama i ka ʻōlelo, i kuleana e kipa mai ai.(Pukui, 1983, p. 348)
Remember the invitation, for it gives you the privilege of coming here. A person feels welcome when accepting an invitation and friendly promises.
The Department’s mission is to (1) foster and engage communities in respectful dialogue and critical examination of curriculum, with Hawai`i’s multiple histories at its core and (2) develop and implement programs supporting the Pacific’s diverse communities, with special emphasis placed on Hawaiian language, culture, and people.
To reflect these changes, we have revised our SLOs, rubrics, courses, programs and staffing in the following ways:
1. SLOs: Added one item to Professionalism, "Providing leadership in a classroom, school, school district, and/or state."
2. Rubrics:
a. Revised Lesson Series: Special Needs/Cultural Emphasis as Lesson Series: Cultural Emphasis to assure understanding and application of Native Hawaiian & Indigenous and multicultural groups are highlighted and assessed. Adaptations for special needs are embedded in other assessments--particularly through Standard 2 Curriculum & Pedagogy--so the topic of special needs remains an important part of our data collection, analysis, and discussion for program improvement.
b. Revised the Personal Curriculum History to emphasize and assess leadership.
3. Requested for 2 positions approved 2017-2018 in 1) Leadership Development and 2) Multilingual and Multicultural Education. Hired Assistant Professor in Multilingual and Multicultural Education, but Leadership Development faculty search was canceled due to no budget.
Requested for 2 positions approved 2018-2019 in1) Native Hawaiian and Indigenous Education and Leadership and 2) Literacy Education.
4. Added a Teacher Leader and Ethnomathematics track, with Graduate Certificate and ability to add the field to a Hawaii Teaching License.
5. Revised courses to stress leadership and culture. For example, the title of EDCS 622 was changed to Curriculum Leadership, with content reflecting that change.
6. In order to build community among studnets and faculty across our diverse MEd in Curriculum Studies tracks, we will re-establish the CS Dept student orientation at the end of summer to welcome the Summer/Fall entering new students. It is important for students to see themselves part of the larger Curriculum Studies program and receive an overview of program guidelines and procedures.
Given our low level of return on MEd-CS Program Completion Surveys, faculty now explain the importance of the surveys in class and send reminders.
16) 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.
Having a three-year report is more meaningful than annual reports! While we reported results and discussed potential changes each semester and looked at data longitudinally, it has been extremely helpful to review results over 3 years in a formal report. Thank you for making this change!