Program: Communication Sciences & Disorders (MS)
Degree: Master's
Date: Mon Oct 05, 2009 - 2:14:11 pm
1) List your program's student learning outcomes (SLOs).
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) Where are your program's SLOs published?
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 Other: 3) Upload your program's current curriculum map(s) as a PDF.
- File (03/16/2020)
4) What percentage of courses have the course SLOs explicitly stated on the course syllabus, department website, or other publicly available document? (Check one)
0% 1-50% 51-80%
81-99% 100%5) State the SLO(s) that was Assessed, Targeted, or Studied
CAA Standard 3.3B Curriculum: The scientific and research foundations of the profession are evident in the curriculum. “The curriculum must reflect the scientific basis of the profession and include research methodology, research literature, and opportunities to participate in research and scholarly activities” (CAA Accreditation Manual, 2009, Page 11).
6) State the Assessment Question(s) and/or Goal(s) of Assessment Activity
Is the research component conducted in a manner that is timely, procedurally consistent, and uniform with respect to academic expectations and standards?
We wanted to know if students were completing their graduate program in a timely manner. If delays were occurring, we wanted to know if delays were related to slow completion of their independent research project (CSD 695). We were also concerned with what factors might be causal in the delay and were appropriate standards being maintained in conduct of the research.
7) State the Type(s) of Evidence Gathered
1. Graduate students records for the past three (3) years were examined for length in semester to complete the program.
2. Graduate students records were inspected to determine time from enrollment in CSD 695 to completion of the project. The extent of use of I grade was noted.
3. Exit interviews with graduate students during the 2008-2009 academic year provided antidotal information regarding length of time, problems encountered, and compliance with departmental protocol for projects.
4. Academic advisors, research mentors, and faculty research committee members were interviewed to determine range of formats, student outcomes, and timelines followed.
8) State How the Evidence was Interpreted, Evaluated, or Analyzed
All data analyses were descriptive and included primary discussion by senior academic faculty with input from the junior faculty. Additional information and alternative interpretations were discussed at length. Consensus was achieved about implications of the findings.
9) State How Many Pieces of Evidence Were Collected
Records of thirty four (34) students who graduated in the past three (3) years were inspected to determine length of time in semesters required for degree completion. Records of ten (10) students graduating in 2008-2009 academic year were inspected to determine frequency of use of I grades because of delays in completion of projects. Interviews of the ten (10) students graduating during the 2008-2009 academic year provided descriptive data on their experiences with conduct of their projects (CSD 695).
10) Summarize the Actual Results
Evaluation of the evidence collected indicated that all but one (1) of the students completed the Master of Science (MS) program within the published expectations. It also showed that majority of students did take the maximum time. It was concluded that delays in research completion were an important factor in the time taken.
11) Briefly Describe the Distribution and Discussion of Results
12) Describe Conclusions and Discoveries
Data from interviews of faculty and students led to the following conclusions:
1. Lack of consensus by faculty on importance and purpose of the research project.
2. Inconsistency in faculty conformity to what some perceived as outmoded standards.
3. Student inertia in initiating research projects because of soft time lines.
4. Inconsistent implementation of research procedures.
5. Personal factors pertaining to popularity of certain topics or easy availability of certain subjects.
6. Shortage of faculty to staff research committees.
13) Use of Results/Program Modifications: State How the Program Used the Results --or-- Explain Planned Use of Results
The document that was the outcome of the assessment will be used as Guidelines for Research Projects during the 2009-2010 academic school year. It is planned that this will facilitate timelier, procedural consistent, and uniform execution of the research component of the MS Degree in CSD. Review of its usefulness and effectiveness will be undertaken in 2010.
14) Reflect on the Assessment Process
Now that the Interim Chair has attended a number of assessment workshops and completed this report, she is more aware of expectations of the assessment program. The department will identify areas for further assessment during the present academic year and develop a plan for execution.
15) Other Important Information
N/A
16) FOR DISTANCE PROGRAMS ONLY: Explain how your program/department has adapted its assessment of student learning in the on-campus program to assess student learning in the distance education program.
N/A
17) FOR DISTANCE PROGRAMS ONLY: Summarize the actual student learning assessment results that compare the achievement of students in the on-campus program to students in the distance education program.
N/A