Unit: Communication Sciences & Disorders
Program: Communication Sciences & Disorders (MS)
Degree: Master's
Date: Thu Sep 30, 2010 - 9:43:14 am

1) Below are the program student learning outcomes submitted last year. Please add/delete/modify as needed.

All speech pathology students at the University of Hawai'i, Manoa must demonstrate the abilities to:

1. Develop a multicultural focus toward issues of intervention and diagnostics.

2. Focus attention on the needs of individuals with communication disorders, particularly in Hawai'i and the Pacific Basin.

3. Integrate academic, clinical, and research experiences.

4. Become knowledgeable about disorders and differences across a variety of severity levels, age groups, and socioeconomic backgrounds.

5. Adopt ethical behavior in academic, clinical, and research activities.

6. Use critical thinking in classroom activities and in assignments outside of class.

7. Acquire knowledge about the necessity for continuing education and opportunities for such education.

8. Acquire information about opportunities for participation in professional and community volunteer activities including participation in NSSLHA and HSHA.

9. Be able to communicate effectively with clients, client's families and caregivers, and other professionals.

10. Maintain personal health and well being in order to serve their clients well.

Each year in August, the CSD program must complete an annual report to the National Council on Accreditation in Speech Pathology and Audiology (CAA) which is a review and update of our compliance to the national standards of accreditation.  Because these standards are basic to the mission of our program, they represent our goals and in turn, the Learning Outcomes for our students.  These standards are referenced on our students.  These standards are:

Standard 1.0 Administrative Structure and Governance

Standard 2.0 Faculty

Standard 3.0B Curriculum (Academic and Clinical Education) in Speech-Language Pathology

Standard 3.1B The curriculum (academic and clinical education) is consistent with the mission and goals of the program and prepares students in the full breadth and depth of the scope of practice in speech-language pathology.

Standard 3.2B Academic and clinical education reflects current knowledge, skills, technology, and scope of practice.  The curriculum is regularly reviewed and updated.  The diversity of society is reflected throughout the curriculum.

Standard 3.3B The scientific and research foundations of the profession are evident in the curriculum.

Standard 3.8B The program must provide evidence that all curriculum standards are met, regardless of mode of delivery.

Standard 4.0 Students

Standard 5.0 Assessment

Standard 5.1 The program conducts ongoing and systematic formative and summative assessments of the performance of its current students.

Standard 5.2 The program documents student progress toward completion of the graduate degree and professional credentialing requirements and makes this information available to assist students in qualifying for certification and licensure.

Standard 5.3 The program conducts regular and ongoing assessments of program effectiveness and uses the results for continuous improvement.

Standard 5.4 The program regularly evaluates all faculty members and faculty uses the results for continuous improvement.

Standard 6.0 Program Resources

*Standard 3.0B and 5.0 have been detailed because they are related directly to this report.

2) As of last year, your program's SLOs were published as follows. Please update as needed.

Department Website URL:
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: NA
Other: National Accreditation Report

3) Below is the link to your program's curriculum map (if submitted in 2009). If it has changed or if we do not have your program's curriculum map, please upload it as a PDF.

Curriculum Map File(s) from 2009:

4) The percentage of courses in 2009 that had course SLOs explicitly stated on the syllabus, a website, or other publicly available document is indicated below. Please update as needed.


5) State the assessment question(s) and/or goals of the assessment activity. Include the SLOs that were targeted, if applicable.

6) State the type(s) of evidence gathered.

7) Who interpreted or analyzed the evidence that was collected?

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)

8) How did they evaluate, analyze, or interpret the evidence?

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)

9) State how many persons submitted evidence that was evaluated.
If applicable, please include the sampling technique used.

10) Summarize the actual results.

11) How did your program use the results? --or-- Explain planned use of results.
Please be specific.

12) Beyond the results, were there additional conclusions or discoveries? This can include insights about assessment procedures, teaching and learning, program aspects and so on.

13) Other important information:

There is no significant activity to report this past year.  The undergraduate program is being phased out, and future focus will be to develop a flexible graduate program.