Program: Communication Sciences & Disorders (MS)
Date: Fri Sep 02, 2011 - 10:21:24 am
1) Below are your program student learning outcomes (SLOs). Please update 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) Your program's SLOs are published as follows. Please update as needed.
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(s) to your program's curriculum map(s). If we do not have your curriculum map, please upload it as a PDF.
- File (03/16/2020)
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.
5) For the period June 1, 2010 to September 30, 2011: State the assessment question(s) and/or assessment goals. Include the SLOs that were targeted, if applicable.
At thebeginning of each semester, each student meets with the advisor to completea document titled the” TRACKINGFORM FOR MEASURING LEARNING OUTCOMES.” Itrequests that students, for each semester of enrollment, indicate yes or no ifthey feel that they made progress toward achievement of eight differentlearning outcomes in the prior semester.
6) State the type(s) of evidence gathered to answer the assessment question and/or meet the assessment goals that were given in Question #5.
A checklist of yes/no answers was obtainedusing a self-report format.
7) State how many persons submitted evidence that was evaluated. If applicable, please include the sampling technique used.
Q7: 27 graduate students
8) Who interpreted or analyzed the evidence that was collected? (Check all that apply.)
Ad hoc faculty group
Persons or organization outside the university
Advisors (in student support services)
Students (graduate or undergraduate)
9) How did they evaluate, analyze, or interpret the evidence? (Check all that apply.)
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)
10) For the assessment question(s) and/or assessment goal(s) stated in Question #5:
Summarize the actual results.
11) State how the program used the results or plans to use the 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.
Please note: If the program did not engage in assessment, please explain. If the program created an assessment plan for next year, please give an overview.