Program: Info & Comp Sci (BA)
Degree: Bachelor's
Date: Thu Nov 12, 2020 - 6:35:56 pm
1) Program Student Learning Outcomes (SLOs) and Institutional Learning Objectives (ILOs)
1. Students can apply knowledge of computing and mathematics appropriate to the discipline
(1a. General education, 1b. Specialized study in an academic field, 2a. Think critically and creatively, 2c. Communicate and report)
2. Students can analyze a problem, and identify and define the computing requirements appropriate to its solution
(1a. General education, 1b. Specialized study in an academic field, 2a. Think critically and creatively, 2c. Communicate and report)
3. Students can design, implement, and evaluate a computer-based system, process, component, or program to meet desired needs
(1a. General education, 1b. Specialized study in an academic field, 2a. Think critically and creatively, 2b. Conduct research, 2c. Communicate and report)
4. Students can function effectively on teams to accomplish a common goal
(1a. General education, 1b. Specialized study in an academic field, 2a. Think critically and creatively, 2c. Communicate and report, 3a. Continuous learning and personal growth, 3d. Civic participation)
5. Students have an understanding of professional, ethical, legal, security and social issues and responsibilities
(1a. General education, 1b. Specialized study in an academic field, 2a. Think critically and creatively, 3b. Respect for people and cultures, in particular Hawaiian culture)
6. Students can communicate effectively with a range of audiences
(1a. General education, 1b. Specialized study in an academic field, 2a. Think critically and creatively, 2c. Communicate and report)
7. Students can analyze the local and global impact of computing on individuals, organizations, and society
(1a. General education, 1b. Specialized study in an academic field, 2a. Think critically and creatively, 3b. Respect for people and cultures, in particular Hawaiian culture)
8. Students can recognize the need for and an ability to engage in continuing professional development
(1a. General education, 1b. Specialized study in an academic field, 2a. Think critically and creatively, 3a. Continuous learning and personal growth)
9. Students can use current techniques, skills, and tools necessary for computing practice.
(1a. General education, 1b. Specialized study in an academic field, 2a. Think critically and creatively)
10. An ability to use and apply current technical concepts and practices in the core informationtechnologies. [BA IT only]
(1a. General education, 1b. Specialized study in an academic field, 2a. Think critically and creatively)
11. An ability to identify and analyze user needs and take them into account in the selection,creation, evaluation and administration of computer-based systems. [BA IT only]
(1a. General education, 1b. Specialized study in an academic field, 2a. Think critically and creatively, 2b. Conduct research)
12. An ability to effectively integrate IT-based solutions into the user environment. [BA IT only]
(1a. General education, 1b. Specialized study in an academic field, 2a. Think critically and creatively, 2b. Conduct research)
13. An understanding of best practices and standards and their application. [BA IT only]
(1a. General education, 1b. Specialized study in an academic field, 2a. Think critically and creatively)
14. An ability to assist in the creation of an effective project plan. [BA IT only]
(1b. Specialized study in an academic field, 2c. Communicate and report)
2) Your program's SLOs are published as follows. Please update as needed.
Department Website URL: http://www.ics.hawaii.edu/academics/undergraduate-degree-programs/ba-ics/ Student Handbook. URL, if available online: http://www.ics.hawaii.edu/wp-content/uploads/2015/08/ics-academic-plan-2015.pdf Information Sheet, Flyer, or Brochure URL, if available online: http://www.ics.hawaii.edu/wp-content/uploads/2015/08/ics-academic-plan-2015.pdf
UHM Catalog. Page Number: Course Syllabi. URL, if available online: http://courses.ics.hawaii.edu/syllabuses/ Other: 3) Please review, add, replace, or delete the existing curriculum map.
- File (11/13/2020)
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 SLOs6) 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 ICS Department developed a capstone course to support students in the application of knowledge for the SLOs in real-world settings. The course will be implemented for the first time in Spring 2021 and became a requirment for all students starting fall 2020. The department also created an advisory board to help assess the SLOs from an external constituency point of view. The department also assessed one of their upper division courses that meets several SLOs and supports all of the lower division courses.
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.
73 students submitted assignments for ICS 390 that demonstrated their ability to meet the learning objectives. The artifacts included papers, presentations, and instructional plans.
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.
SLO 3: good: 57 (78.1%), average: 14 (19.2%), approaching: 2 (2.7%)
SLO 4: good: 57 (78.1%), average: 14 (19.2%), approaching: 2 (2.7%)
SLO 5: good: 57 (78.1%), average: 15 (20.5%), approaching: 1 (1.4%)
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: Inform curricular decisions such as creation of capstone course for students.15) Please briefly describe how the program used its findings/results.
The program learned about the students' ability to meet learning outcomes in a class that supports 5 required courses in the ICS curriculum. We were able to use a portion of it to determine possible ways to create a capstone experience for students that included real-world opportunities and traditional assessment strategies to demonstrate how students meet SLOs.
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.
The program found that combining real-world opportunities with traditional assessment can be very beneficial for students. It is a time consuming effort that will have strong long-term benefits for students, the university, and the external constituents.