Unit: Communication Sciences & Disorders
Program: Communication Sciences & Disorders (MS)
Degree: Master's
Date: Wed Nov 18, 2020 - 5:16:55 pm

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

1. SLO 1. Students will demonstrate: a) knowledge of basic human communication and swallowing processes including biological, neurological, acoustic, psychological, developmental, and linguistic and cultural bases; and, b) the ability to integrate information pertaining to normal and abnormal human development across the life span.

(1. Demonstrate comprehensive knowledge in one or more general subject areas related to, but not confined to, a specific area of interest.)

2. SLO 2. Students will demonstrate knowledge of communication and swallowing disorders and differences including etiologies, characteristics, and anatomical/physiological, acoustic, psychological, developmental, and linguistic and cultural correlates.

(1. Demonstrate comprehensive knowledge in one or more general subject areas related to, but not confined to, a specific area of interest.)

3. SLO 3. Students will: a) interpret, integrate, and synthesize core concepts and current principles and methods; b) demonstrate appropriate professional and clinical skills; and, c) incorporate critical thinking and decision-making skills in preventing, identifying, evaluating, diagnosing, and planning and implementing interventions for communication and swallowing disorders.

(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., 4. Critically analyze, synthesize, and utilize information and data related to one’s field of study.)

4. SLO 4. Students will demonstrate knowledge of and conduct themselves in accordance with the principles and rules of the current ASHA Code of Ethics (March 01, 2016).

(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.)

5. SLO 5. Students will demonstrate knowledge of: a) principles of basic and applied research and research design; and b) how to access sources of credible research; and will c) critically evaluate research; and, d) apply research findings to clinical practice.

(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.)

6. SLO 6. Students will demonstrate knowledge of professional issues in speech-language pathology including: a) trends in professional practice; b) academic program accreditation standards; c) entry level and advanced certification standards, licensure, and other relevant professional credentials; d) local, state, and national regulations and policies as applied to professional practice; e) ASHA practice policies and guidelines; f) educational legal requirements or policies; and, g) reimbursement policies and procedures.

(7. Interact professionally with others.)

7. SLO 7. Students will communicate effectively: a) with individuals receiving services, their family, caregivers, and relevant others; b) in their preferred mode of communication; and, c) in accordance with their needs, values, and cultural/linguistic background.

(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.)

8. SLO 8. Students will: a) evaluate and accurately diagnose; b) select and implement appropriate interventions; c) professionally and effectively interact with clients/patients and relevant others; and, d) provide client-/patient-centered counseling and education in regards to communication and swallowing disorders and differences.

(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.)

9. SLO 9. Students will engage in interprofessional, collaborative, team-based practice to optimize the management and care of clients/patients.

(7. Interact professionally with others.)

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

Department Website URL: https://csd.jabsom.hawaii.edu/aboutus/program-student-learning-outcomes/
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:

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: Participate in continuing professional education in program and student assessment

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

Create/modify/discuss program learning assessment procedures:  Revised CSD’s Program of Study, SLOs, and curriculum map to align with updated certification standards for speech-language pathology (American Speech-Language-Hearing Association, Jan 2020).

Collect/evaluate student performance to determine SLO achievement: Modified coursework and grading rubrics, and developed explicit expectations to support student success in completing updated Program of Study and achieving SLOs.

Examples:

  • Formative assessments that require application and integration of evidence-based concepts and theories include: 1) activities and exercises; 2) reflection papers; 3) self-evaluations; 4) quizzes and exams; 5) class discussions and oral presentations; 6) written reports. All courses use one or more of these embedded assessment tools to evaluate student learning toward the targeted program learning outcomes. 
  • Summative assessments that require critical thinking and clinical problem-solving skills based upon synthesis of evidence-based concepts and theories include: 1) performance in advanced clinical practicum courses in off-campus placements (i.e., demonstration of clinical competencies with reinforcement and mastery of knowledge and skills); 2) case studies and computer-based simulations developed and peer-reviewed by speech-language pathology (SLP) subject matter experts and guided by CSD faculty; 3) Praxis Examination in SLP (administered by the Educational Testing Service).
  • Clinical competencies:  A web-based clinical application tool (CALIPSO) is used to assess and monitor student performance in clinical practica throughout the 2-year program of study to track the breadth and depth of clinical experiences and competencies across types and severities of communication and related disorders, differences, and disabilities.
  • Each student’s performance of and progress toward achieving SLOs is monitored at the department level during weekly faculty meetings, and formally by the faculty-at-large during mid-term and end-of-semester Performance Reviews. During the Performance Review, faculty use learning evidence from all formative and summative assessments collected in courses and clinical experiences to evaluate each student on each program SLO. A Performance Improvement Plan is developed with a student who is at-risk of not achieving SLO(s). Faculty ensure that students achieve all program SLOs based on all assessment results in order to fulfill requirements for graduation.

Collect/analyze student self-reports of SLO achievement:  

  • In addition to observing all sessions with patients, faculty meet with students at a minimum weekly to plan, implement, and document clinical sessions with patients. Self-appraisals and self-reflections are a critical focus of these meetings to teach and mentor students. Formal mid-term and end-of-semester student self-appraisals of clinical knowledge and skills are documented, discussed, and tracked across the 2-year program of study using the CALIPSO application tool.
  • Student self-appraisal in coursework is invited throughout the semester by instructors and the academic advisor. UH Manoa’s on-line Course Evaluation System (CES) is used to formally collect and analyze feedback from students, including self-report of learning, at the end of each semester.
  • The program director and coordinator of clinical education meet with each student during the final week of instruction prior to their graduation, for an exit interview to invite their feedback and discuss their suggestions to improve their learning experiences including achievement of SLOs.

Use assessment results to make programmatic decisions:  In preparation for CSD’s graduate program’s application for reaccreditation from the Council on Academic Accreditation (CAA) in Audiology and Speech-Language Pathology, faculty and staff engaged in intensive, systematic self-study from May 2019 to July 2020, incorporating evaluative feedback from stakeholders (e.g., off-campus clinical supervisors, students enrolled in the program, graduates of the program, employers of graduates of the program, CSD faculty) and outside reviewers and consultants. Examples of programmatic improvements based upon assessment results:

  • modification of program of study (approved Jan 2020) to streamline course requirements and update the curriculum to align with current academic accreditation and certification standards;
  • modification of course content to prepare students for current best and evidence-based practices;
  • new course offering to prepare students with knowledge and skills to engage in interprofessional collaborative practice;
  • enhancement of clinical practicum assignments to provide increased opportunities to gain breadth and depth of learning experiences across clinical populations.

Investigate other pressing issue related to student learning achievement for the program:  Modification of instructional, course delivery, and learning assessment methods to accommodate changes necessitated by the COVID-19 pandemic (e.g., introducing telepractice and telesupervision in clinical practicum; transitioning to on-line course delivery with Google Classroom and Zoom Meeting platforms; incorporating synchronous and asynchronous pedagogy strategies and techniques to optimize student engagement and learning experiences, and implementing assessment tools to assess learning outcomes in virtual environments).

Participate in continuing professional education in program and student assessment:

  • Two CSD faculty participated in the 2019 Assessment Leadership Institute presented by the UH Mānoa Assessment and Curriculum Support Center;
  • Three faculty attended the 2019 annual conference of the Council of Academic Programs in Communication Sciences and Disorders to learn and apply strategies for assessing student learning and program outcomes.

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.

The program evaluated the performance of 45 students which represented 100% of applicants for graduation from 2018 to 2020. Evaluation included coursework; research (non-thesis paper, oral presentation at research symposium); passing score on the PRAXIS exam in Speech-Language Pathology; on-campus and off-campus supervisors' evaluation of clinical performance and competencies, and achievement of academic and clinical practicum standards for national certification.

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: CSD graduate program chair

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.

One-hundred percent of SLOs were achieved or exceeded by 100% of students who applied for and met requirements for graduation from 2018 to 2020.

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.

Assessment procedure changes:

  1. Based upon mentoring from participation in UH Manoa’s Assessment Leadership Institute, CSD faculty developed a tool to assess qualities and skills for professional practice. This assessment tool is used each semester by clinical supervisors to teach, assess, and track achievement of professional practice;
  2. In response to updates in professional certification standards for speech-language pathologists, an action plan was developed with innovations and best practices learned from the 2019 CAPCSD conference to support and assess students’ achievement of SLOs that are aligned with the updated standards. 

Course changes:  Information gathered from exit interviews with graduating students was triangulated with curriculum reviews and professional standards and resulted in the following changes:

  1. A special topics course was offered in Summer 2020 (CSD 710B: Interprofessional Collaborative Practice for SLPs);
  2. Two audiology courses were consolidated into one course in Summer 2020 (CSD 603: Audiological Foundations for SLP).

Program policy changes:  The professionalism assessment tool was used to develop interview questions for prospective students. These questions have been used in interviews with applicants for admission to the program, and refined over the past two years to more closely align with CSD’s mission and core values.

Students' out-of-course experience changes:  The CSD website was updated with input from faculty and staff to represent current and relevant information, and comply with CAA accreditation requirements.

Celebration of student success:  Students are recognized and celebrated for successful completion of their first and second year in their program of study. During new student orientation, faculty, staff, and incoming students participate in celebrating students who are completing their first year of study. In 2019, family and friends participated in celebrating students who were completing their second year of study (i.e., graduation). In 2020, faculty honored graduating students in an on-line ceremony.

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.

Resources and tools from the Manoa Assessment Office and Curriculum Support Center's website were used in conducting CSD's self-study for reaccreditation. In preparing this Mānoa Assessment Report, consultations with Dr. Yao Hill led to insights in developing complementary and supplementary assessment tools to track achievement of SLOs. These tools will be refined to capture data that can inform ongoing programmatic changes.

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

Not applicable; program engaged in assessment activites as described in survey.