Degree Program Assessment Reports

1. Professionalism. This standard includes knowledge, skills and dispositions relating to: 1. Communicating effectively; 2. Working collaboratively and cooperatively with families, community members, educational personnel and professionals from diverse backgrounds and cultures (including those from other disciplines); 3. Being reflective about practice, connecting theory and practice; 4. Understanding professional ethics and ethical behavior; 5. Commitment to continuing one�s own professional growth; 6. Contributing to the growth of the profession; 7. Exemplifying a caring attitude towards students, colleagues and the community.

(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., 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.)

2. Research in Education. This standard includes knowledge, skills and dispositions relating to: 1. The ability to critically review and synthesize research and evaluation literature; 2. Awareness of the strengths and weaknesses of experimental, survey, and qualitative research designs; 3. Knowledge of the strategies of qualitative and quantitative inquiry; 4. The ability to design research and/or evaluation protocols suitable for inquiry in one�s area of specialization and practice; 5. The ability to interpret research that uses descriptive and inferential statistics; 6. The ability to collect and interpret qualitative data; 7. Knowledge of ethical dimensions of educational research

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

3. Curriculum and Pedagogy. This standard includes knowledge, skills and dispositions relating to: 1. Curriculum and pedagogical knowledge needed to design an appropriate program for candidates in an area of emphasis; 2. Understanding of current issues and appropriate methods/approaches for teaching; 3. Assessment and evaluation of learning; 4. Accommodating diversity in age, ability, culture and language; 5. The mutually-constitutive relationships between theory and practice and between teaching and learning; 6.Understanding the components of effective teaching; 7.Further development of reflective practices to improve teaching and learning.

(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., 6. Conduct research or projects as a responsible and ethical professional, including consideration of and respect for other cultural perspectives.)

4. The Field of Education. This standard includes knowledge, skills and dispositions relating to: 1. Current issues and evolving trends relating to teaching and learning; 2. Historical, socio-cultural, political and economic influences on education; 3. Research into education as a social and political institution; 4. Issues relating to language and culture in educational programs; 5. The range of programs and services available to students in a given area of emphasis.

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

Curriculum Map File(s) from 2020:

• File (11/19/2020)

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

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:

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:

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: Curriculum Studies Assessment Coordinator

MEd CS student performance on core assessments is strong with a vast majority scoring in the top tier and a minority scoring at the minimum acceptable level. Only one student, on a single assessment, did not demonstrate proficiency at an acceptable level.  Both program advisors (made up of community partners, employers, and alumni) as well as alumni reported that MEd CS graduates were well prepared for their professional responsibilities possessing both the skills and the dispositions necessary for successful practice. The MEd CS demonstrates strength in:

·       providing students with content, pedagogical, and dispositional knowledge and skills necessary to be an effective educator;

·       develop critical thinking skills which allow graduates to consider multiple perspectives and contextualize learning to specific communities/places while meeting the needs of diverse learners;

·       helping students develop critical thinking skills which allow graduates to consider multiple perspectives and contextualize learning to specific communities/places while meeting the needs of diverse learners; and

·       informing students about global perspectives of education and how the global and local are linked, particularly in Hawaiʻi.

Opportunities for growth that emerged through this data analysis are that:

·       Curriculum Studies alumni are interested in participating in a more formalized alumni network in order to maintain access to resources and one another after graduation;

·       assuring that all program tracks prepare MEd CS students to work with students with exceptionalities;

·       embedding even more place-based curricular & pedagogical tools in all tracks of the MEd CS;

·       increased access to funding for graduate programs so that finances are not a barrier to educatorsʻ desire for continued schooling; and

·       supporting alumni to advocate and operationalize system change, in line with CS vision to “build a more socially just, sustainable, and equitable society.”

Based on the results of the assessment findings, the Curriculum Studies department:

• hired two tenure-track faculty - 1) Native Hawaiian and Indigenous Education and Leadership and 2) Literacy Education;
• added a Graduate Certificate in Sustainability and Resilience Education and submitted proposal for a Graduate Certificate in Multilingual Multicultural Professional Practice;
• began conducting a departmental orientation at the start of the MEd program for all tracks to meet and develop community;
• added a new scholarship, Niki Libarios #BeKindToAStudent Award to graduate students who serve Filipino community
• developed and piloted a new core assessment rubric for track capstone projects;
• conducted one and planned further faculty sessions to calibrate to core assessment rubrics;
• developing opportunities for alumni connection such as a yearly reunion, alumni listserv, conferences/symposiums, and an online alumni social network; and
• planning sessions to review all core assessment rubrics in 2021.

N/A