Program: Interdisciplinary Studies (BA)
Degree: Bachelor's
Date: Sat Nov 21, 2020 - 12:01:58 am
1) Program Student Learning Outcomes (SLOs) and Institutional Learning Objectives (ILOs)
1. To acquire knowledge and understanding in students' chosen interdisciplinary field of study
(1a. General education, 1b. Specialized study in an academic field)
2. To develop skills in exploring interdisciplinary relationships
(1a. General education, 1b. Specialized study in an academic field, 2a. Think critically and creatively)
3. To develop critical thinking skills through comparing, contrasting, and synthesizing a variety of perspectives
(1a. General education, 1b. Specialized study in an academic field, 2a. Think critically and creatively, 3a. Continuous learning and personal growth, 3b. Respect for people and cultures, in particular Hawaiian culture)
4. To communicate clearly both orally and in writing
(2c. Communicate and report)
5. To develop problem-solving and life-long learning skills
(3a. Continuous learning and personal growth)
2) Your program's SLOs are published as follows. Please update as needed.
Department Website URL: https://manoa.hawaii.edu/undergrad/is/program-overview/
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: https://manoa.hawaii.edu/undergrad/is/program-overview/ Other: 3) Please review, add, replace, or delete the existing curriculum map.
- File (11/21/2020)
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.
IS Student Exit Surveys
Student Interviews
Program Evaluation Reports
End of the Year Self Reports
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.
An estimated 100 students provided exit survey feedback
23 informal student interviews
2 program evaluations
5 end of the year program reports
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.
Assessment results indicated a need to increase student success by reducing program barriers and improving advising support and academic opportunities for studens.
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.
Reducing Barriers for IS Students
● Allowing Early Declaration of the IS Major
● Greater flexibility regarding remaining “new credits”
● Accepting digital IS proposals
● Accepting digital course change requests
● Increased IS proposal support from external faculty and external advisors
● Establishing academic requirements and program sheets for new and existing IS programs to better guide students in course selection
● Making IS concentrations visible to students in STAR
● Utilizing STAR Balance and STAR Adviosr Notes
Connecting IS Students to Faculty Discipline Experts and Departments
● Faculty members from across campus have committed to meeting with prospective IS students regarding relevant discipline interests, to serve as mentors to IS senior capstone projects and as a point of contact throughout their academic journey.
● Associated departments have committed to including IS students in their departmental activities to better ensure IS students feel connected to discipline specific areas.