Unit: Kinesiology & Rehabilitation Science
Program: Kinesiology & Rehabilitation Sci (MS)
Degree: Master's
Date: Fri Nov 16, 2018 - 8:28:50 pm

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

1. Physical Education/Adapted Physical Education SLO 1: Professional Leadership - Conduct inquiry into professional knowledge and practice and communicates results of inquiry to the profession and community.

(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. Physical Education/Adapted Physical Education SLO 2: Professional Leadership - Continue personal development through contributions to the growth and professional learning of others.

(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.)

3. Physical Education/Adapted Physical Education SLO 3: Professional Practice - 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

(3. Apply research methodology and/or scholarly inquiry techniques specific to one’s field of study., 5. Proficiently communicate and disseminate information in a manner relevant to the field and intended audience.)

4. Physical Education/Adapted Physical Education SLO 4: Professional Practice - Demonstrate integration of planning, instruction and assessment as a unified process to achieve long-and short-term outcomes/goals.

(5. Proficiently communicate and disseminate information in a manner relevant to the field and intended audience.)

5. Physical Education/Adapted Physical Education SLO 5: Professional Practice - Demonstrate differentiation of instruction based on personal and cultural characteristics of learners particularly persons of color and Native Hawaiians.

(5. Proficiently communicate and disseminate information in a manner relevant to the field and intended audience.)

6. Physical Education/Adapted Physical Education SLO 6: Professional Practice - Demonstrate systematic inquiry about the practice and the learners served.

(5. Proficiently communicate and disseminate information in a manner relevant to the field and intended audience.)

7. Physical Education/Adapted Physical Education SLO 7: Professional Knowledge - Understand and explain content in movement and pedagogy

(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.)

8. Physical Education/Adapted Physical Education SLO 8: Professional Knowledge - Represent and communicate content knowledge to make it comprehensible to learners (i.e., pedagogical content knowledge)

(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.)

9. Physical Education/Adapted Physical Education SLO 9: Professional Knowledge - Understand processes and methods of systematic intentional inquiry about learning and teaching in physical activity

(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.)

10. Rehabilitation Counseling SLO1: FOUNDATIONS a. history, legislation, systems, philosophy, and current trends of rehabilitation counseling b. theories, models, and interventions related to rehabilitation counseling c. principles and processes of vocational rehabilitation, career development, and job development and placement d. principles of independent living, self-determination, and informed choice e. principles of societal inclusion, participation, access, and universal design, with respect for individual differences f. classification, terminology, etiology, functional capacity, prognosis, and effects of disabilities g. methods of assessment for individuals with disabilities, including testing instruments, individual accommodations, environmental modification, and interpretation of results

(1. Demonstrate comprehensive knowledge in one or more general subject areas related to, but not confined to, a specific area of interest., 3. Apply research methodology and/or scholarly inquiry techniques specific to one’s field of study., 5. Proficiently communicate and disseminate information in a manner relevant to the field and intended audience., 7. Interact professionally with others.)

11. Rehabilitation Counseling SLO2: CONTEXTUAL DIMENSIONS a. professional rehabilitation counseling scope of practice, roles, and settings b. medical and psychosocial aspects of disability, including attention to coexisting conditions c. individual response to disability, including the role of families, communities, and other social networks d. information about the existence, onset, degree, progression, and impact of an individuals disability, and an understanding of diagnostic systems including the International Classification of Functioning, Disability and Health (ICF), International Classification of Diseases (ICD), and Diagnostic and Statistical Manual of Mental Disorders (DSM) e. impact of psychosocial influences, cultural beliefs and values, diversity and social justice issues, poverty, and health disparities, with implications for employment and quality of life for individuals with disabilities f. impact of socioeconomic trends, public policies, stigma, access, and attitudinal barriers as they relate to disability g. awareness and understanding of the impact of crisis, trauma, and disaster on individuals with disabilities, as well as the disability-related implications for emergency management preparation h. impact of disability on human sexuality i. awareness of rehabilitation counseling specialty area services and practices, as well as specialized services for specific disability populations j. knowledge of organizational settings related to rehabilitation counseling services at the federal, tribal, state, and local levels k. education and employment trends, labor market information, and resources about careers and the world of work, as they apply to individuals with disabilities l. Social Security benefits, workers compensation insurance, long-term disability insurance, veterans benefits, and other benefit systems that are used by individuals with disabilities m. individual needs for assistive technology and rehabilitation services n. advocacy on behalf of individuals with disabilities and the profession as related to disability and disability legislation o. federal, tribal, state, and local legislation, regulations, and policies relevant to individuals with disabilities p. professional organizations, preparation standards, and credentials relevant to the practice of rehabilitation counseling q. legal and ethical aspects of rehabilitation counseling, including ethical decision-making models r. administration and management of rehabilitation counseling practice, including coordination of services, payment for services, and record keeping

(1. Demonstrate comprehensive knowledge in one or more general subject areas related to, but not confined to, a specific area of interest., 5. Proficiently communicate and disseminate information in a manner relevant to the field and intended audience., 7. Interact professionally with others.)

12. Rehabilitation Counseling SLO3: PRACTICE a. evaluation of feasibility for services and case management strategies that facilitate rehabilitation and independent living planning b. informal and formal assessment of the needs and adaptive, functional, and transferable skills of individuals with disabilities c. evaluation and application of assistive technology with an emphasis on individualized assessment and planning d. understanding and use of resources for research and evidence-based practices applicable to rehabilitation counseling e. strategies to enhance coping and adjustment to disability f. techniques to promote self-advocacy skills of individuals with disabilities to maximize empowerment and decision-making throughout the rehabilitation process g. strategies to facilitate successful rehabilitation goals across the lifespan h. career development and employment models and strategies to facilitate recruitment, inclusion, and retention of individuals with disabilities in the work place i. strategies to analyze work activity and labor market data and trends, to facilitate the match between an individual with a disability and targeted jobs j. advocacy for the full integration and inclusion of individuals with disabilities, including strategies to reduce attitudinal and environmental barriers k. assisting individuals with disabilities to obtain knowledge of and access to community and technology services and resources l. consultation with medical/health professionals or interdisciplinary teams regarding the physical/mental/cognitive diagnoses, prognoses, interventions, or permanent functional limitations or restrictions of individuals with disabilities m. consultation and collaboration with employers regarding the legal rights and benefits of hiring individuals with disabilities, including accommodations, universal design, and workplace disability prevention

(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., 7. Interact professionally with others.)

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: Rehab Counseling: CACREP website
Other:

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

Curriculum Map File(s) from 2018:

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 SLOs

6) 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.

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 AYs 2015-2016, 2016-2017, and 2017-2018

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 AYs 2015-2016, 2016-2017, and 2017-2018

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 AYs 2015-2016, 2016-2017, and 2017-2018

 

Rehabilitation Counseling

Program faculty have completed a self-study for CACREP (accreditation body) and are currently working on amendments to self-study. A large part of the self-study relates to the assessment of program. Faculty have met 10+ times to review and evaluate program curricula, student dispositions

Program faculty have worked on developing assessments to evaluate program efficacy through surveys of graduates, employers of graduates, and fieldwork site supervisors.

With the assistance of the graduate assistant, program director has created a training module for site supervisors that includes an assessment of learning.

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.”

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: Clinical assessment tool directly reflects student learning (RC Program)
Other 2: RSA Scholar surveys that reflect attainment of CRC (RC program)

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

PA Program

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.

AY2015-2016 (n=18)

AY2016-2017 (n=15)

AY2017-2018 (n=8)

 Rehabilitation Counselor Education Program

Students are encouraged to take the Certified Rehabilitation Counselor Exam and the National Certified Counselor Exam. There no sampling was done. During this period:

Seven (n=7)students took the CRC Exam (100% passing rate)

Two (n=2) students took the NCC Exam (100 passing rate)

 

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: Director of Assessment

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: Note: RC Program uses scoring guide/rubric under CACREP standards. PA/APA program uses professional judgement.

13) Summarize the results of the assessment activities checked in question 7. For example, report the percentage 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 (SLO 1) 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 AY 2015-16 through AY 2017-2018 show 12-53% of candidates are at the acceptable levels, while 47-88% were target with no student was unacceptable. A highest percentage of target (88%) was achieved in the most recent AY 2017-2018, indicating students demonstrated a higher level of understanding in processes and methods of systematic intentional inquiry about learning and teaching in physical activity.  Professional Practice (SLO 2) shows acceptable measures for all candidates from AY 2015-16 through AY 2017-2018 (22-53% for Acceptable and 47-78% for Target) in demonstrating systematic inquiry about the practice and the learners served. Candidates have demonstrated at least “acceptable” Leadership development (SLO 3- 50-67% acceptable, 33-50% target, 0 unacceptable) during the report period. 

 

Professional Knowledge - Understand processes and methods of systematic intentional inquiry about learning and teaching in physical activity (SLO 1)

Professional Practice - Demonstrate systematic inquiry about the practice and the learners served. (SLO 2)

Professional Leadership - Conduct inquiry into professional knowledge and practice and communicates results of inquiry to the profession and community. (SLO 3)

 

T

A

U

T

A

U

T

A

U

Graduation

 

 

 

 

 

 

 

 

 

AY2015-2016 (n=18)

78%

22%

0%

78%

22%

0%

33%

67%

0

 

 

 

 

 

 

 

 

 

 

AY2016-2017 (n=15)

47%

53%

0%

47%

53%

0%

33%

67%

0

 

 

 

 

 

 

 

 

 

 

AY2017-2018 (n=8)

88%

12%

0%

75%

25%

0%

50%

50%

0

 

 

Rehabilitation Counseling Program

During this academic year, program faculty were involved in developing a “Self Study” for program reaccreditation by the Council for Accreditation of Counseling and Related Educational Programs (CACREP). This process involved program faculty to reevaluate program’s mission and objectives, student learning objectives (SLOs), revisit the curriculum map, develop key performance indicators (KPIs) that were aligned with CACREP domains, and investigate and address curriculum coherence.

In addition, program faculty discussed, collected, and evaluated student work to determine SLO achievement. Another component to our assessment process was to develop, disseminate, and analyze graduate, fieldwork supervisors, and employer surveys.

 

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.

Physical Activity/Adapted Physical Activity

The program utilized the results for the following: First, we maintained 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 are now made during the review of literature portion of the program. Second, based on candidates varied backgrounds and we maintain a program focus to with many different populations and discipline foci. Third, the program improved research and dissemination related to persons of color, diversity and Native Hawaiians.

Rehab Counseling

During this academic year, program faculty were involved in developing a “Self Study” for program reaccreditation by the Council for Accreditation of Counseling and Related Educational Programs (CACREP). This process involved program faculty to reevaluate program’s mission and objectives, student learning objectives (SLOs), revisit the curriculum map, develop key performance indicators (KPIs) that were aligned with CACREP domains, and investigate and address curriculum coherence.

In addition, program faculty discussed, collected, and evaluated student work to determine SLO achievement. Another component to our assessment process was to develop, disseminate, and analyze graduate, fieldwork supervisors, and employer surveys.

 

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.

Physical Activity

 

While the majority of our students achieved high levels of success in their Masters’ projects, we did discover that the proportion of these projects are becoming less research focused (i.e., Thesis). The primary reasons were determined to be an increase in enrollment and fewer graduate faculty in specific disciplines to conduct quality research. This issue is in direct opposition to the Manoa Strategic plan that calls for a greater research emphasis in graduate education. Increasing the number of faculty in the subdisciplines of Kinesiology that align with the interests of our students should increase the scholarly productivity of our graduate students and within our department.   

 

 

Rehab Counseling

The evaluation process is time consuming but very worth the effort.

 

17) If the program did not engage in assessment activities, please justify.

N/A