Unit: Family & Consumer Sciences
Program: Human Development & Family Studies (BS)
Degree: Bachelor's
Date: Fri Nov 20, 2020 - 4:33:19 pm

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, 1c. Understand Hawaiian culture and history, 3a. Continuous learning and personal growth, 3b. Respect for people and cultures, in particular Hawaiian culture)

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, 1c. Understand Hawaiian culture and history, 3a. Continuous learning and personal growth, 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, 1c. Understand Hawaiian culture and history, 3a. Continuous learning and personal growth, 3b. Respect for people and cultures, in particular Hawaiian culture)

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, 3a. Continuous learning and personal growth, 3b. Respect for people and cultures, in particular Hawaiian culture, 3c. Stewardship of the natural environment)

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

(1a. General education, 2c. Communicate and report, 3a. Continuous learning and personal growth)

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

(1a. General education, 2c. Communicate and report, 3a. Continuous learning and personal growth)

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

(1a. General education, 2b. Conduct research, 2c. Communicate and report, 3a. Continuous learning and personal growth)

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

(3a. Continuous learning and personal growth)

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

(1a. General education, 2b. Conduct research, 3a. Continuous learning and personal growth)

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, 2b. Conduct research, 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)

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, 2b. Conduct research, 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)

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, 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 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#famr
Course Syllabi. URL, if available online:
Other: https://www.facebook.com/HDFS.UHM

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

Curriculum Map File(s) from 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 SLOs

6) Did your program engage in any program learning assessment activities between November 1, 2018 and October 31, 2020?

Yes
No (skip to question 17)

7) What best describes the program-level learning assessment activities that took place for the period November 1, 2018 and October 31, 2020? (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 other pressing issue related to student learning achievement for the program (explain in question 8)
Other:

8) Briefly explain the assessment activities that took place since November 2018.

Had faculty submit student percentage scores for each of the SLOs (writing skills, critical thinking skills, etc.) to calculate mean and standard deviations for each course taught.

Mean scores for all learning objectives = 86.9 (SD =2.24).

 

Conducted exit surveys with graduating students.

Student Exit Survey Findings

  1. At the time of graduation, our students are doing as well as can be expected.  Overall measures:
  1. On a scale of 1 – 10 with 10 being very valuable, and 1 = not valuable at all, the students’ mean score with regard to their learning experiences in the program as valuable from a personal perspective is 8.9 out of 10 (SD = 0.7). 

E.g., Being aware of developmental milestones in human development, learning to be a better parent, spouse/partner, being mindful and starting to save money for the future, knowing how to source and obtain best deals in car insurance, housing, how to more effectively communicate with my family (parents, children, sibling, spouse), etc. 

  1. On a scale of 1 – 10 with 10 being very valuable, and 1 = not valuable at all, the students’ mean score with regard to preparing them for life after graduation (work or graduate school) is 8.1 out of 10 (SD = 1.2). 

E.g., Preparing students for the internship, gaining valuable skills and experience during the internship, preparing and applying for jobs and graduate school.

 

  1. Based on summaries submitted by all teaching faculty in the Spring of 2020, approximately 80% of students earned grades of B and better within the program.
  1. By the time students have completed the core and support courses, approximately 98% of students graduate from the program.

 

Mean Scores for Program and Institutional Learning Objectives

(From Student Exit Surveys, n = 128)

Program and Institutional Learning Objectives

Scale of 1 – 4 (4 = Strongly agree)

Mean Score

SD

Developed writing skills

3.5

0.6

Developed oral communication skills

3.4

0.6

Develop critical thinking and problem solving skills

3.4

0.6

Understand concepts in human/family development

3.7

0.5

Understand concepts in family management & financial planning skills

3.7

0.6

Understand and evaluate research in FCS

3.5

0.5

Develop and evaluate research programs

3.3

0.6

Appreciate, respect individual differences, diversity of backgrounds

3.6

0.6

Explore diverse professional opportunities in FamR

3.4

0.7

Grow as a person

3.7

0.6

The following based on scale of 1 – 5, with 5 = Strongly Agree

Computer Skills

 

 

Powerpoint

4.3

0.8

Spreadsheet

3.4

1.1

Data analysis (Use of SPSS)

2.6

1.0

Graphics

3.0

1.2

References databases

3.8

1.0

Statistical databases (e.g., Kids Count, Census bureau)

3.0

1.1

 

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 from capstone classes, n = 128

 

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:

13) Summarize the results from the evaluation, analysis, interpretation of evidence (checked in question 12). For example, report the percentage of students who achieved each SLO.

 

Program and Institutional Learning Objectives

Scale of 1 – 4 (4 = Strongly agree)

Mean Score

SD

Developed writing skills

3.5

0.6

Developed oral communication skills

3.4

0.6

Develop critical thinking and problem solving skills

3.4

0.6

Understand concepts in human/family development

3.7

0.5

Understand concepts in family management & financial planning skills

3.7

0.6

Understand and evaluate research in FCS

3.5

0.5

Develop and evaluate research programs

3.3

0.6

Appreciate, respect individual differences, diversity of backgrounds

3.6

0.6

Explore diverse professional opportunities in FamR

3.4

0.7

Grow as a person

3.7

0.6

The following based on scale of 1 – 5, with 5 = Strongly Agree

Computer Skills

 

 

Powerpoint

4.3

0.8

Spreadsheet

3.4

1.1

Data analysis (Use of SPSS)

2.6

1.0

Graphics

3.0

1.2

References databases

3.8

1.0

Statistical databases (e.g., Kids Count, Census bureau)

3.0

1.1

 

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 its findings/results.

Findings were presented at program curriculum meeting.  The program currculum agreed to develop a common rubric for writing assignments so that all faculty giving written assignments can use the same rubric.

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.

What students learned in the earlier courses (e.g., basic theories of human development, learning how to properly cite references using APA format, etc.) may be forgotten when it is time to apply them in the capstone class.  All faculty may need to keep reinforcing the important things that students need to know (or at least be familiar with) and to know how to do (writing skills, computer literacy, search of the research literature for current study findings and data) in all the courses we teach.

 

The following are strategies that our faculty use in trying to get our students to meet the learning objectives:

Small group works, hands on learning, peer processing with guidance, real time assessment if they’re getting it/learning it and adjust as needed; peer reviews; financial management skills - application of concepts and theories to real world problem solving - they have to do things, like budgeting - cash flow statement and analyzing them; application of parenting skills using scenarios or hypotheticals; instilling empathy and understanding of context/issues of group members; using theories to streamline and guide discussion of issues throughout semester

 

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

NA