Unit: Family & Consumer Sciences
Program: Human Development & Family Studies (BS)
Degree: Bachelor's
Date: Wed Oct 21, 2020 - 11:13:34 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: https://cms.ctahr.hawaii.edu/fcs/Undergraduate/HDFS
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:

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.

Requested faculty to submit student percentage scores for SLOs that applied to the courses that they taught so that we can calculate mean scores and standard deviations.

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: Faculty submitted student percentage scores for SLOs that applied to the courses that they taught so that we can calculate mean scores and standard deviations.
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: Faculty who is the 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: Student scores submitted by faculty to use to calculate means and standard deviations for SLOs that applied to the courses the faculty taught.

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.

Student scores range between 80 - 90% of having met SLOs overall.

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.

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.

We realized the need to reach out to internship supervisors and as a result of a series of focus groups and an online suvrvey that we conducted, we have developed, piloted and now offer a course, "Soft Skills for Success in the Workplace" (HDFS 3665) as a regular course offering.  This course is now open to all students at UH-Manoa.

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

Not applicable