Unit: Kinesiology & Rehabilitation Science
Program: Kinesiology & Rehab Sci (BS)
Degree: Bachelor's
Date: Wed Nov 18, 2020 - 8:57:50 pm

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

1. (Health and Exercise Science SLO 1) Students will demonstrate knowledge of anatomical, physiological, biomechanical, and psychological principles of how the body moves in relation to space, time, and distance.

(1a. General education, 1b. Specialized study in an academic field)

2. (Health and Exercise Science SLO 2) Students will demonstrate knowledge in the application of movement principles and concepts related to movement.

(1a. General education, 1b. Specialized study in an academic field, 2a. Think critically and creatively, 3a. Continuous learning and personal growth)

3. (Health and Exercise Science SLO 3) Students will demonstrate and communicate the ability to coordinate, plan, manage, and facilitate exercise prescription and information

(1a. General education, 1b. Specialized study in an academic field, 2a. Think critically and creatively, 2b. Conduct research, 2c. Communicate and report, 3a. Continuous learning and personal growth)

4. (Health and Exercise Science SLO 4) Students will demonstrate application of programming for healthy lifestyles through application and research venues.

(1a. General education, 2a. Think critically and creatively, 2b. Conduct research, 2c. Communicate and report)

5. (Health and Exercise Science SLO 5) Students will demonstrate civic responsibility through a service learning project [capstone experience]

(3d. Civic participation)

6. (Health and Exercise Science SLO 6) Students will demonstrate pro-social skills and professional dispositions in human interaction especially for persons of color and Native Hawaiians.

(1c. Understand Hawaiian culture and history, 3b. Respect for people and cultures, in particular Hawaiian culture, 3c. Stewardship of the natural environment)

7. (Health and Exercise Science SLO 7) Students will be able to demonstrate culturally responsive teaching and interaction with persons of color and Native Hawaiians.

(1c. Understand Hawaiian culture and history, 3b. Respect for people and cultures, in particular Hawaiian culture)

8. (Physical Education Teacher Education SLO 1)Knowledge- What should the students know and be able to do by the completion of the program? 1a. General Education 1b. Specialized study in an academic field 1c. Understand Hawaiian Culture and History

(1a. General education, 1b. Specialized study in an academic field, 1c. Understand Hawaiian culture and history)

9. (Physical Education Teacher Education SLO 2)Skills- What skills should the students be able to demonstrate and apply to a real-world setting? 2a. Think Critically and Creatively 2b. Conduct Research 2c. Communicate and Report

(2a. Think critically and creatively, 2b. Conduct research, 2c. Communicate and report)

10. (Physical Education Teacher Education SLO 3) Dispositions- How well do our students demonstrate professional dispositions? 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 in Their Communities

(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: https://coe.hawaii.edu/krs/programs/hes/
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: Department website URL and Coursework Link for each track under BS: Also, Department Brochure

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.

The KRS department has been working on a 5-year University Self-Study which includes a large section on assessment. We have had weekly meetings during this Fall semester discussing program learning assessment procedures and collecting/evaluating student performance to determine SLO achievement. Additionally, the BS-HPE is part of the larger COE AAQEP accreditation and has been collecting and analyzing data for that self-study during this same time period. 

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.

No sampling techinque was used as all students who were enrolled in courses that were used to collect data were reported. The amount of students in each course varied and therefore a total number of data points across all classes is reported, which represents the number of students however, does not take into account if a student was counted more than once for various courses. Data is presented as a raw number and as a percentage of students. For HES, there were a total of 1404 data points of students with data reported across the courses for the 2018-2019 school year, and 1126 for the 2019-2020 school year. For HPE there were a total of 366 for the 2018-2019 school year and 357 for the 2019-2020 school year. 

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 Coordinators

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.

Overall, for the BS-HES students, the majority of students are demonstrating high achievement and meeting the targets set forth in all 7 of the SLO’s and the 3 ILO's. Demonstrated by the tables, (located HERE for the SLO's and HERE for the ILO's), you can see the majority of students are high achieving (target), while fewer are just acceptable. There is a very minimal amount of students who are unacceptable. These results are in line with the overall improvement that we have seen in GPA across the BS-HES students across the same reporting period and suggest a correlation between GPA and SLO and ILO achievement.
 
Overall, for the BS-HPE students, the majority of students are demonstrating high achievement and meeting the targets set forth in all 3 of the SLO’s and the 3 ILO's. Demonstrated by the tables (located here), you can see the majority of students are high achieving (target), while fewer are just acceptable. There are few students who are labeled as unacceptable. 

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.

One of the things that this self-study has brought to our attention in regards to the SLO’s is that using the current measures, our students are excelling in all of the SLO’s. We know that students are meeting the objectives that we are setting forth. The self-study has allowed us however, to reflect on the measurements that are being used. Currently course grades are being used as the main source of measuring the SLO’s. The self-study has allowed us to be more intimate with the data and we have realized that we need to begin thinking how to measure the SLO’s in a more specific way. After reflecting on the measurements, we have determined that it is our goal to work together over the next several years to add additional specific assessments, such as common assessments with rubrics, to help us dig a little deeper into the specific skills mentioned in the SLO’s. Additionally, SLO’s 3, 5, 6, and 7 could be incorporated into more courses to assess those learning outcomes across multiple courses and points within the program.

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.

While data suggest that BS-HES students are effectively meeting the goals set forth by the SLO’s, we believe that changes in course arrangements and faculty resources necessitate changes to our curriculum mapping and specific rubrics and measurements for several courses. These curricular changes will provide opportunities for more clearly addressing SLO’s and updating some of the rubrics and measures will allow us to make sure that the data being collected is valid and reliable. In addition to working on the rubrics within each of the areas to better align specific course work with the SLO’s we will be working as a department to do a better job of meeting HES SLO’s number 6 & 7 and HPE SLO 3. Although the data presented shows that we are meeting this standard, we know by student completion surveys that this is one area that we can improve on and that students do not feel as prepared as they could in relation to diversity and cultural competence and culturally relevant pedagogy, especially within Hawaiian culture. The HPE program has already begun to address these gaps by creating a Sociocultural Issues in Health and Physical Activity course, KRS 473 which is now mandatory for all undergraduate HPE students. It is also available as an elective to all HES students. As we move forward and continue to update and redesign the BS-HES, we plan on making KRS 473, or something similar, mandatory for all KRS HES students. By adding a course that focuses on diversity and specifically in the context of the Native Hawaiian culture we believe that this will help address concerns that students have brought forward in their completion surveys as well as help us better address, and subsequently measure HES SLO’s 6 & 7 and HPE SLO 3.

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

N/A