Program: Human Development & Family Studies (BS)
Degree: Bachelor's
Date: Tue Nov 30, 2010 - 9:24:07 am
1) Below are the program student learning outcomes submitted last year. Please add/delete/modify as needed.
Goal 1: Acquire a knowledge base in human development.
Objective 1. The Family Resources graduate will demonstrate adequate knowledge of stages, processes, and ranges of typical human development.
Goal 2: Acquire a knowledge base in family science and resource management.
Objective 1. The Family Resources graduate will demonstrate adequate knowledge of family diversity in the global community.
Objective 2. The Family Resources graduate will demonstrate adequate knowledge of family resource management processes.
Goal 3: Acquire a knowledge base of the community context in which family functioning and development take place.
Objective 1. The Family Resources graduate will demonstrate adequate knowledge of the effects of context (social, economic, political, historical, and cultural environment) on family functioning and development.
Goal 4: Acquire professional skills
Objective 1. The Family Resources graduate will demonstrate adequate skills in written communication.
Objective 2. The Family Resources graduate will demonstrate adequate skills in oral communication.
Objective 3. The Family Resources graduate will demonstrate a basic level of computer literacy.
Objective 4. The Family Resources graduate will demonstrate basic competence in “helping” skills.
Objective 5. The Family resources graduate will demonstrate basic research skills.
Goal 5: Apply knowledge and professional skills to address issues encountered in professional settings.
Objective 1. The Family Resources graduate will demonstrate critical thinking skills and problem solving abilities.
Objective 2. The Family Resources graduate will demonstrate commitment to professional values and ethical behavior.
Objective 3. The Family Resources graduate will demonstrate a satisfactory level of preparation for the world of work and responsibility for continued professional growth.
2) As of last year, your program's SLOs were published as follows. Please update as needed.
Department Website URL: NA Student Handbook. URL, if available online: NA
Information Sheet, Flyer, or Brochure URL, if available online: UHM Catalog. Page Number: Course Syllabi. URL, if available online: Other: Other: 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.
- File (03/16/2020)
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.
0% 1-50% 51-80% 81-99%
100%5) State the assessment question(s) and/or goals of the assessment activity. Include the SLOs that were targeted, if applicable.
To what extent is the FamR program meeting the program's learning goals and objectives for its majors?
6) State the type(s) of evidence gathered.
a) A course-embedded assessment strategy that uses data from selected courses to assess students' level of competence in skills and content associated with the SLOs.
b) A survey of graduating seniors' attidudes and perceptions of their experience in the FamR Program, administered by the deaprtment.
c) An external evaluation of students' competencies completed by their internship supervisors.
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) Dean/Director Other: 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) Other: 9) State how many persons submitted evidence that was evaluated.
If applicable, please include the sampling technique used.
a) A course-embedded assessment strategy that uses data from selected courses to assess students’ level of competence in skills and content associated with the SLOs. (N = 76 students)
b) A survey of graduating seniors’ attitudes and perceptions of their experience in the FamR Program, administered by the department. (N = 39 students)
c) An external evaluation of students’ competencies completed by their internship supervisors. (N = 50 students)
10) Summarize the actual results.
Table 3 summarizes the performance of 76 FamR graduates with respect to the program's SLOs, using the course-embedded assessment methodology. A 5-point rating scale was used (0= does not meet expectations; 1=minimally meets expectations; 2=adequately meets expectations; 3=more than adequately meets expectations; 4=exceeds expectations). The majority of FamR graduates adequately met or exceeded expectations. More detailed information on individual students' performance with respect to the SLOs is available upon request.
Table 3. Outcomes for Summer 2009, Fall 2009, and Spring 2010 FamR Students (N=76)*
Exceeds |
More Than |
Adequately Meets |
Minimally Meets |
Does Not Meet |
||||||||
4 |
3 |
2 |
1 |
0 |
||||||||
N |
n |
% |
n |
% |
n |
% |
n |
% |
n |
% |
||
Goal 1 |
Obj 1 |
32 |
8 |
25 |
17 |
53 |
7 |
22 |
0 |
0 |
0 |
0 |
Goal 2 |
Obj 2 |
76 |
17 |
22 |
30 |
39 |
25 |
33 |
0 |
0 |
4 |
5 |
Goal 4 |
Obj 1 |
53 |
13 |
25 |
24 |
45 |
11 |
21 |
1 |
2 |
4 |
8 |
Obj 5 |
46 |
16 |
35 |
28 |
61 |
2 |
4 |
0 |
0 |
0 |
0 |
|
Goal 5 |
Obj 1 |
52 |
19 |
37 |
19 |
37 |
11 |
21 |
0 |
0 |
3 |
6 |
Obj 2 |
50 |
39 |
75 |
4 |
8 |
4 |
8 |
0 |
0 |
2 |
8 |
|
Obj 3 |
53 |
18 |
34 |
30 |
57 |
2 |
4 |
0 |
0 |
3 |
6 |
|
A 24-item survey, including two open-ended questions, of students' attitudes and perceptions about their experience in the FamR program was developed by the Department. It is administered in the last week of each semester in the FamR 492 Internship class. FamR 492 is required of all majors in their final semester in the FamR program.
The results of this survey indicate that graduates are extremely positive about the FamR program, the faculty, and the learning they have accomplished (see Table 4). Students have very positive perceptions of the program. Faculty members received high marks, particularly treating students with respect and offering constructive feedback. However, one area of concern was procedures to address student complaints. Faculty members received high marks, particularly for the quality of teaching, advising, and treating students with respect. Students learning criteria also received high marks.
Table 4. Comparison of Program Review Student Survey Results (N=39)
Perceptions about the FamR Program |
Spring 2010 |
I am proud to be a FamR major |
97 |
I would recommend the FamR program to other students |
97 |
The courses cover essential subject matter to prepare students for their careers |
92 |
The program is free of harassment and coercion |
95 |
The length of time needed to complete the program is reasonable |
100 |
Students morale in the program is high |
95 |
I received adequate information regarding program requirements and graduation requirements |
100 |
Students have opportunities to evaluate their courses and their instructors |
97 |
The quality of the program attracts students to this major |
90 |
There are adequate procedures to address student complaints |
74 |
The program provides adequate job or career advising |
92 |
Perceptions about the Faculty |
|
Faculty members treat students with respect |
97 |
The faculty offer constructive and timely feedback to students |
92 |
Faculty members have high standards of performance for students |
90 |
The quality of teaching in the program is high |
97 |
The faculty's scholarly work and contributions are assets to the program |
92 |
Faculty advising is sufficient to help students attain their educational goals |
97 |
Perceptions about Student Learning |
|
I have learned important skills for my future career |
97 |
I have learned how to conduct research in my field |
97 |
The program has helped me improve my skills |
95 |
The program has helped me improve my oral communication skills |
95 |
The program has helped me improve my leadership skills |
100 |
Students were asked to respond to two open-ended questions. The question “The strengths of the program are…” elicited comments from 38 out of 39 students (97%) who completed the survey. The most frequently made comments addressed topics such as usefulness of the content to professional and/or personal life, quality of faculty, and positive interaction with classmates. Thirty-six students (92%) responded to the question “Aspects of the program that need improvement are…” The most frequent comments included no problems to mention, the need for more sections and/or selection of classes, and improvements to UHM facilities. These comments are consistent with those obtained in previous surveys.
A one-semester internship experience is required of all FamR majors. Each student completes 180 hours of supervised work over a 15-week period. At the conclusion of the internship experience, the on-site internship supervisor completes an evaluation of the student's performance in the following areas: ethics, work with clients, interaction with staff, professional development and improvement, problem solving and critical thinking, communication skills, and general work performance. A supervisor rates the student on 49 items, using a scale of 1-4, with 1=poor, 2=average, 3=good, and 4=excellent, and completes 6 open-ended questions. Based on mean scores, FamR interns were rated between “good” and “excellent” on all 49 items. The results of the internship supervisors' evaluations are shown in Table 5.
Table 5. Summary of FamR 492 Internship Supervisors' Final Evaluation of Students' Performance,
Fall 2009 and Spring 2010 Graduates (N=50)
Evaluation Items: |
Mean |
Ethics |
|
Demonstrates knowledge of general ethical guidelines |
3.64 |
Demonstrates knowledge of ethical guidelines specific to internship placement site |
3.67 |
Demonstrates awareness and sensitivity to ethical issues |
3.68 |
Conducts self in a manner consistent with ethical guidelines |
3.72 |
Consults with others about ethical issues if necessary |
3.77 |
Work with Clients |
|
Demonstrates knowledge of client population |
3.58 |
Demonstrates knowledge of theories, concepts, approaches/strategies for working with client population |
3.55 |
Is comfortable interacting with clients |
3.69 |
Initiates interactions with clients |
3.66 |
Communicates effectively and respectfully with clients |
3.71 |
Is able to build rapport with clients |
3.74 |
Is sensitive and responsive to client's needs |
3.76 |
Is sensitive to cultural, gender, socio-economic, or other differences |
3.74 |
Interaction with Staff |
|
Is comfortable interacting with other staff members |
3.72 |
Initiates interactions with other staff members |
3.64 |
Communicates effectively with staff |
3.62 |
Actively seeks new information from staff or supervisor |
3.72 |
Is receptive to learning when new information is offered |
3.77 |
Is able to incorporate new information into work |
3.74 |
Is able to assume leadership role, when needed |
3.63 |
Professional Development and Improvement |
|
Is able to evaluate self and own work |
3.61 |
Is willing to examine personal strengths and weaknesses |
3.71 |
Seeks supervision when necessary |
3.68 |
Is willing to explore ways to improve performance |
3.73 |
Is receptive to feedback and suggestions from supervisor or others |
3.78 |
Is able to implement suggestions for improvement from supervisor or others |
3.73 |
Problem Solving and Critical Thinking |
|
Is able to identify problem/question at issue |
3.54 |
Is able to recognize different perspectives relevant to analysis of the problem/question |
3.51 |
Is able to distinguish between observations and interpretations |
3.51 |
Is able to apply previously acquired knowledge and/or new information to the problem solving process |
3.59 |
Is able to identify and assess conclusions, implications, and consequences relevant to proposed solutions to problem/questions at issue |
3.53 |
Written Communication Skills |
|
Question 1* |
3.56 |
Question 2* |
3.71 |
Question 3* |
3.70 |
Question 4* |
3.84 |
Communication Skills |
|
Question 1* |
3.69 |
Question 2* |
3.76 |
Question 3* |
3.76 |
Question 4* |
3.66 |
Question 5* |
3.71 |
General Work Performance |
|
Arrives ready to work, consistently and on time |
3.86 |
Informs supervisor and makes arrangements for absences |
3.81 |
Organizes and complete tasks in a timely manner |
3.75 |
Produces high quality work |
3.70 |
Works independently; shows initiative and resourcefulness |
3.70 |
Works effectively and cooperatively as part of a team |
3.75 |
Handles personal and work-related frustrations appropriately |
3.81 |
Exhibits professionalism in manner and work performance |
3.75 |
Shows interest in operations of agency/organization/program |
3.79 |
Shows confidence and pride in self and work |
3.67 |
Is responsive to on-site norms about appropriate, clothing, language, behaviors, etc. |
3.84 |
Overall Mean |
3.69 |
*Questions were not provided for assessment.
11) How did your program use the results? --or-- Explain planned use of results.
Please be specific.
· Revisiting goals and objectives to determine their appropriateness for the FamR program and clarifying them as needed.
· Ongoing discussions about how faculty can enhance teaching strategies to strengthen students’ skills, particularly with respect to oral communication, writing, and critical thinking.
· Continued exploration of alternative ways to structure the FamR program’s capstone courses, FamR 482 Senior Seminar and FamR 492 Internship.
· Continued effort to seek new tenure line faculty positions to reduce the heavy reliance on lecturers to teach required and support courses, to increase consistency in the quality of teaching, and to have more advisors available for students.
· Developing/refining strategies/tools for measuring students’ performance on learning objectives, including ways to assess depth of knowledge, beyond that acquired in first-level courses and ways to involve all faculty members, including lecturers, in the on-going assessment and curriculum development processes.
· Ongoing efforts to align this work with CTAHR’s strategic planning.
The insights gained from the on-going assessment process are also being used in a broader context to share curriculum ideas and to exchange successful instructional methods. Actions include:
· Annual participation in the Western Region Teaching Symposium, sponsored by a consortium of land universities.
· Participation in workshops and consultations offered by UHM Center on Teaching Excellence.
· In-service training/feedback provided by faculty that have attended national and international conferences.
· Collaboration with specialty services to promote student equity, excellence, and diversity.
· Contributions to new faculty orientation sessions provided by CTAHR in addition to sessions provided by UHM.