Unit: Family & Consumer Sciences
Program: Human Development & Family Studies (BS)
Degree: Bachelor's
Date: Wed Nov 14, 2018 - 6:57:02 am

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

1. Goal 1: Acquire a knowledge base in human development. Objective 1. Demonstrate criterion level knowledge of stages, processes, and ranges of typical human development

(1b. Specialized study in an academic field)

2. Goal 2: Acquire a knowledge base in family science and resource management. Objective 1. Demonstrate criterion level knowledge of family diversity in the global community.

(1b. Specialized study in an academic field, 3b. Respect for people and cultures, in particular Hawaiian culture)

3. Goal 2: Acquire a knowledge base in family science and resource management. Objective 2. Demonstrate criterion level knowledge of family resource management processes.

(1b. Specialized study in an academic field)

4. Goal 3: Acquire a knowledge base of the community context in which family functioning and development take place. Objective 1. Demonstrate criterion level knowledge of the effects of context (social, economic, political, historical, and cultural environment) on family functioning and development.

(1b. Specialized study in an academic field, 1c. Understand Hawaiian culture and history, 3b. Respect for people and cultures, in particular Hawaiian culture, 3d. Civic participation)

5. Goal 4: Acquire professional skills: Objective 1. Demonstrate criterion level skills in written communication.

(1a. General education, 2c. Communicate and report)

6. Goal 4: Acquire professional skills: Objective 2. Demonstrate criterion level skills in oral communication.

(1a. General education, 2c. Communicate and report)

7. Goal 4: Acquire professional skills: Objective 3. Demonstrate a basic level of computer literacy.

(1a. General education, 2c. Communicate and report)

8. Goal 4: Acquire professional skills: Objective 4. Demonstrate basic competence in “helping” skills.

(3b. Respect for people and cultures, in particular Hawaiian culture)

9. Goal 4: Acquire professional skills: Objective 5. Demonstrate basic research skills.

(1a. General education, 2b. Conduct research)

10. Goal 5: Apply knowledge and professional skills to address issues encountered in professional settings: Objective 1. Demonstrate critical thinking skills and problem solving abilities.

(1a. General education, 2a. Think critically and creatively, 3d. Civic participation)

11. Goal 5: Apply knowledge and professional skills to address issues encountered in professional settings: Objective 2. Demonstrate commitment to professional values and ethical behavior.

(1a. General education, 2a. Think critically and creatively, 3c. Stewardship of the natural environment, 3d. Civic participation)

12. Goal 5: Apply knowledge and professional skills to address issues encountered in professional settings: Objective 3. Demonstrate a satisfactory level of preparation for the world of work and responsibility for continued professional growth.

(1a. General education, 2a. Think critically and creatively, 3a. Continuous learning and personal growth, 3b. Respect for people and cultures, in particular Hawaiian culture, 3d. Civic participation)

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

Department Website URL: http://www.catalog.hawaii.edu/schoolscolleges/ctahr/consumer.htm
Student Handbook. URL, if available online:
Information Sheet, Flyer, or Brochure URL, if available online:
UHM Catalog. Page Number: http://www.catalog.hawaii.edu/schoolscolleges/ctahr/consumer.htm
Course Syllabi. URL, if available online:
Other:
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.

1.  Developed template of rubric for all instructors to use (to include knowledge, critical thinking, written, and oral presentation skills) intheir course syllabi.

2.  Have all instructors turn in end of semester student scores us ing this rubric.

3.  Initiated a formal study with internship supervisors to document student learning.  Study included n online survey and focus group sessions.

4.  Administered exit survey to graduating students in capstone class.

5.  Developed and obtained approval from Manoa systems office to offer a 300 level soft skills class with E and O designations.  Class will be offered beginning in the Fall of 2019.

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.

Student exit survey administered to graduating students in capstone class, n = 76

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 coordinator

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: Survey and focus groups with internship supervisors

13) Summarize the results of the assessment activities checked in question 7. For example, report the percentage of students who achieved each SLO.

Overall, approximately 80% of our students achieved the SLOs as guided by the use of the rubric created by the department for all instructors to use.  This rubric included four areas:  knowledge of content area for the class, extent of critical thinking, written and oral presentation skills. 

While data are routinely collected from internship supervisors as a way of assigning grades to student at the end of each semester, a formal study (with IRB approval) was also conducted to document internship supervisors' assessments of our student performance in community and work settings. 

This study revealed that while about 80% of our students met the SLOs, it also highlighted the areas that we can work on to help our students do better.  Specifically, students can do better in applying the concepts, theories and frameworks learned in the course work in real life, community settings. 

Additionally, it is clear from the routine evaluation completed by the internship supervisors, our students need to work on soft skills--learning to work as a team, being responsible in work settings (meeting deadlines, showing up on time, dressing appropriately for work, giving work priority during work hours), and knowing how to communicate properly (e.g., knowing how to send an e-mail by addressing individuals properly, using the appropriate style of writing, etc.).

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.

1.  Identified the need to systematically review all course syllabi to ensure that the key information such as SLOs, weekly schedule, grading scale and rubric, and class/course policies are clearly included in the course syllabi.

2.  Communicated with all instructors to use a rubric created by the department.

3.  Gathered data from all instructors at the end of the semester after the rubric had been used.

4.  Continuing discussion with curriculum committee regarding issues in measurement.  E.g., Requiring online students to show up in person to take exams.

5.  Developed and offered class called "Soft skills for Success in the Workplace" as a result of data reviewed from internship supervisors' evaluation of our student interns.

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.

Student grades may be one concrete measure of whether our students meet or achieve the SLOs, and 80% or more of our students may have relatively decent grades.  However, the true measure of meetings SLOs may not be realized until the students have graduated and are applying the knowledge, awareness, and skills they acquired in the program in meaningful ways in their jobs and personal lives.

Of particular interest is when students e-mail instructors years later to tell us how what they learned in our classes have been helpful for them in graduate school, in their job setttings, how they are glad to have majored in Human Develoment and Fmaily Studies, and how they have been able to help others with the things they learned in our classes.

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