Program: Kinesiology & Rehabilitation Sci (MS)
Degree: Master's
Date: Fri Nov 20, 2020 - 9:15:12 am
1) Program Student Learning Outcomes (SLOs) and Institutional Learning Objectives (ILOs)
1. Physical Education/Adapted Physical Education SLO 1: Professional Leadership - Conduct inquiry into professional knowledge and practice and communicates results of inquiry to the profession and community.
(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. Physical Education/Adapted Physical Education SLO 2: Professional Leadership - Continue personal development through contributions to the growth and professional learning of others.
(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.)
3. Physical Education/Adapted Physical Education SLO 3: Professional Practice - Demonstrate understanding and application of content knowledge and pedagogical content knowledge appropriate to the learners, the learning environment and long- and short-term outcomes/goals
(3. Apply research methodology and/or scholarly inquiry techniques specific to one’s field of study., 5. Proficiently communicate and disseminate information in a manner relevant to the field and intended audience.)
4. Physical Education/Adapted Physical Education SLO 4: Professional Practice - Demonstrate integration of planning, instruction and assessment as a unified process to achieve long-and short-term outcomes/goals.
(5. Proficiently communicate and disseminate information in a manner relevant to the field and intended audience.)
5. Physical Education/Adapted Physical Education SLO 5: Professional Practice - Demonstrate differentiation of instruction based on personal and cultural characteristics of learners particularly persons of color and Native Hawaiians.
(5. Proficiently communicate and disseminate information in a manner relevant to the field and intended audience.)
6. Physical Education/Adapted Physical Education SLO 6: Professional Practice - Demonstrate systematic inquiry about the practice and the learners served.
(5. Proficiently communicate and disseminate information in a manner relevant to the field and intended audience.)
7. Physical Education/Adapted Physical Education SLO 7: Professional Knowledge - Understand and explain content in movement and pedagogy
(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.)
8. Physical Education/Adapted Physical Education SLO 8: Professional Knowledge - Represent and communicate content knowledge to make it comprehensible to learners (i.e., pedagogical content knowledge)
(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.)
9. Physical Education/Adapted Physical Education SLO 9: Professional Knowledge - Understand processes and methods of systematic intentional inquiry about learning and teaching in physical activity
(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.)
10. Rehabilitation Counseling SLO1: FOUNDATIONS a. history, legislation, systems, philosophy, and current trends of rehabilitation counseling b. theories, models, and interventions related to rehabilitation counseling c. principles and processes of vocational rehabilitation, career development, and job development and placement d. principles of independent living, self-determination, and informed choice e. principles of societal inclusion, participation, access, and universal design, with respect for individual differences f. classification, terminology, etiology, functional capacity, prognosis, and effects of disabilities g. methods of assessment for individuals with disabilities, including testing instruments, individual accommodations, environmental modification, and interpretation of results
(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., 5. Proficiently communicate and disseminate information in a manner relevant to the field and intended audience., 7. Interact professionally with others.)
11. Rehabilitation Counseling SLO2: CONTEXTUAL DIMENSIONS a. professional rehabilitation counseling scope of practice, roles, and settings b. medical and psychosocial aspects of disability, including attention to coexisting conditions c. individual response to disability, including the role of families, communities, and other social networks d. information about the existence, onset, degree, progression, and impact of an individuals disability, and an understanding of diagnostic systems including the International Classification of Functioning, Disability and Health (ICF), International Classification of Diseases (ICD), and Diagnostic and Statistical Manual of Mental Disorders (DSM) e. impact of psychosocial influences, cultural beliefs and values, diversity and social justice issues, poverty, and health disparities, with implications for employment and quality of life for individuals with disabilities f. impact of socioeconomic trends, public policies, stigma, access, and attitudinal barriers as they relate to disability g. awareness and understanding of the impact of crisis, trauma, and disaster on individuals with disabilities, as well as the disability-related implications for emergency management preparation h. impact of disability on human sexuality i. awareness of rehabilitation counseling specialty area services and practices, as well as specialized services for specific disability populations j. knowledge of organizational settings related to rehabilitation counseling services at the federal, tribal, state, and local levels k. education and employment trends, labor market information, and resources about careers and the world of work, as they apply to individuals with disabilities l. Social Security benefits, workers compensation insurance, long-term disability insurance, veterans benefits, and other benefit systems that are used by individuals with disabilities m. individual needs for assistive technology and rehabilitation services n. advocacy on behalf of individuals with disabilities and the profession as related to disability and disability legislation o. federal, tribal, state, and local legislation, regulations, and policies relevant to individuals with disabilities p. professional organizations, preparation standards, and credentials relevant to the practice of rehabilitation counseling q. legal and ethical aspects of rehabilitation counseling, including ethical decision-making models r. administration and management of rehabilitation counseling practice, including coordination of services, payment for services, and record keeping
(1. Demonstrate comprehensive knowledge in one or more general subject areas related to, but not confined to, a specific area of interest., 5. Proficiently communicate and disseminate information in a manner relevant to the field and intended audience., 7. Interact professionally with others.)
12. Rehabilitation Counseling SLO3: PRACTICE a. evaluation of feasibility for services and case management strategies that facilitate rehabilitation and independent living planning b. informal and formal assessment of the needs and adaptive, functional, and transferable skills of individuals with disabilities c. evaluation and application of assistive technology with an emphasis on individualized assessment and planning d. understanding and use of resources for research and evidence-based practices applicable to rehabilitation counseling e. strategies to enhance coping and adjustment to disability f. techniques to promote self-advocacy skills of individuals with disabilities to maximize empowerment and decision-making throughout the rehabilitation process g. strategies to facilitate successful rehabilitation goals across the lifespan h. career development and employment models and strategies to facilitate recruitment, inclusion, and retention of individuals with disabilities in the work place i. strategies to analyze work activity and labor market data and trends, to facilitate the match between an individual with a disability and targeted jobs j. advocacy for the full integration and inclusion of individuals with disabilities, including strategies to reduce attitudinal and environmental barriers k. assisting individuals with disabilities to obtain knowledge of and access to community and technology services and resources l. consultation with medical/health professionals or interdisciplinary teams regarding the physical/mental/cognitive diagnoses, prognoses, interventions, or permanent functional limitations or restrictions of individuals with disabilities m. consultation and collaboration with employers regarding the legal rights and benefits of hiring individuals with disabilities, including accommodations, universal design, and workplace disability prevention
(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.)
2) Your program's SLOs are published as follows. Please update as needed.
Department Website URL: https://coe.hawaii.edu/krs/programs/pa-apa/ 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 MS program3) Please review, add, replace, or delete the existing curriculum map.
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 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.
The Rehabilitation Counceling program track has been in a state of flux since the sudden retirement of the long term program coordinator last academic year. The program currently only has 1 faculty member (with no replacement) and she is trying to learn the coordinator duties as fast as possible. Consequently, SLO data have not been found and/or collected for the last 2 academic years as requried for this report. We are trying to determine how much of this data can be collected retrospectively. It should be noted that the RC program completed all the requirements for the Council for Accreditation of Counseling and Related Educational Programs (CACREP) self-study, but did not have the student-faculty ratio necessary for re-accreditation. The self-study was highly regarded by the accreditation body so we feel confident that we can get this program back on track. Parts of the report can be viewed at this link. https://drive.google.com/file/d/1MsxF4c9w1M6QQzDxW13hBoLcXzyMRc42/view?usp=sharing
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.
It varies by course in terms of numbers but overall for PA/APA track:
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 Coordinators12) 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.
Within the MS KRS PA/APA track program, students are effectively meeting all SLO’s, particularly when viewed in light of the process through which these SLO’s are Introduced, Applied and Emphasized. When viewed over time, even SLO’s that are initially met at lower (though still high) levels when introduced improve over time until the completion of culminating projects and studies when SLO’s are widely met at Target levels. SLOs Tables can be viewed here https://docs.google.com/document/d/1U2sRaRcyBSOrfe3jqj9hcSqAJlelZsQMBuV2ellp6os/edit?usp=sharin
As stated previously, the RC track is working on collecing SLO data retrospectively.
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.
PA/APA track. After reviewing the data the faculty then work together to make adjustments on those areas that are lacking in the data collected as well as those areas in which course or rubric adjustments need to be made. Some specific examples of changes that have been made include: 1) Examining and adjust teaching styles, (i.e.,: employ more hands on or practical application learning techniques , incorporate review sessions into existing courses); 2) Ensure students are aware of available resources such as ensuring students are aware of tutoring services, take advantage of KOKUA services 3) Revamp course curriculum to provide additional learning tools to aid in knowledge retention; and 4) Ensure economical costs of textbooks/supplies to increase student participation, or have a “classroom” copy if students require it as a resource, 5) Results from student feedback have been used to modify content and assignments for the 2 required core courses: KRS 673 and KRS 640.
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.
PA/APA Track. One of the things that this process 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 process 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.
17) If the program did not engage in assessment activities, please justify.
See narrative regarding RC progam on page 8.