Unit: Kinesiology & Rehabilitation Science
Program: Kinesiology & Rehabilitation Sci (MS)
Degree: Master's
Date: Fri Oct 14, 2011 - 12:29:16 pm

1) Below are your program student learning outcomes (SLOs). Please update as needed.

The goal of the College of Education is to prepare highly-qualified knowledgeable, effective, and caring professionals who contribute to a just, diverse, and democratic society. In contributing to meeting that goal, the Department of Kinesiology and Rehabilitation Science houses four graduate program tracks under the MS degree. They are: Entry Level Graduate Athletic Training Education Program, Post-Professional Advanced Athletic Training Program, Physical Education/Adapted Physical Education, and Rehabilitation Counseling. Each track has its own student learning outcomes.

Entry Level Graduate Athletic Training Program (EL-GATEP)

The Program Goals and Objectives are:

  1. To prepare students for successful completion of the BOC Examination
  • Provide comprehensive instruction of the NATA educational competencies.
  • Provide a comprehensive clinical education program for practical application of NATA clinical proficiencies.
  1. Through an integrated didactic and clinical education program, promote critical thinking and communication skills necessary for an allied health care provider.
  • Provide the foundation of concepts in athletic training Content Areas through formal course instruction.
  • Promote critical thinking and communication skills allowing for application of knowledge in the practical clinical setting.
  • Facilitate clinical problem solving through problem-based activities in the clinical education plan.
  1. To prepare students to function socially and vocationally in society
  • Through the clinical education program, integrated with off campus clinical sites, the student will develop skills for communication and tolerance for a diverse population. 
  • Through a strong didactic and clinical education, the students will be able to perform as a competent entry level certified athletic trainer.
  1. To promote the professional growth and development of each student and an ability to contribute in a positive manner to the profession of athletic training
  • Through membership in national, regional, and state professional organizations
  • Through attendance at professional meetings
  • Through introduction to professional research methods
  1. To develop self-worth, a value for human life, and respect the rights, welfare and dignity of each person they work with as a patient, student, or co-worker.
  • Through Service Learning and Community Engagement
  • Through instruction of the NATA Code of Ethics
  • Through application of the NATA Code of Ethics in a diverse and comprehensive clinical education program

Physical Education/Adapted Physical Education (PE/APE)

Graduate candidates will demonstrate knowledge, skills, and dispositions in the following three areas:

  1. Professional Knowledge
    1. Understand content in movement and pedagogy.
    2. Represent and communicate content knowledge to make it comprehensible to learners (i.e., pedagogical content knowledge).
    3. Understand processes and methods of systematic intentional inquiry about learning and teaching in physical education.
  2. Professional Practice
    1. Demonstrate understanding and application of content knowledge and pedagogical content knowledge appropriate to the learners, the learning environment and long- and short-term outcomes/goals.
    2. Demonstrate integration of planning, instruction and assessment as a unified process to achieve long- and short-term outcomes/goals.
    3. Demonstrate differentiation of instruction based on personal and cultural characteristics of learners.
    4. Demonstrate systematic inquiry about the practice and the learners served.
  3. Professional Leadership
    1. Conduct inquiry into professional knowledge and practice and communicates results of inquiry to the profession and community.
    2. Continue personal development through contributions to the growth and professional learning of others.

Post Professional Advanced Athletic Training Program (PP-ATP)

In keeping with national accreditation requirements from the National Athletic Trainers’ Association, the Post-Professional Advanced Athletic Training Program (PP-AATP) has established the following Points of Distinctiveness (POD):

  1. Provide students with in-depth didactic and practical educational experiences in exercise physiology.
  2. Provide students with an in-depth educational experience in human anatomy.
  3. Prepare students to pursue continuous education and career opportunities in academia in Athletic Training and allied health.

Specific Learning Outcomes for these POD’s include:

Students will:

  1. demonstrate advanced understanding of exercise physiology concepts and principles
  2. demonstrate the ability to design and implement sound research projects in exercise physiology
  3. demonstrate the ability to utilize equipment and technologies associated with exercise physiology in fitness assessment and data collection
  4. demonstrate the ability to critically evaluate published research in exercise physiology related Athletic Training research.
  5. demonstrate advanced understanding of human anatomy content and principles
  6. demonstrate advanced understanding of anatomical structures in human cadaver
  7. demonstrate the ability to apply principles of human anatomy to orthopedic evaluation and rehabilitation
  8. develop competency as instructors in university courses
  9. demonstrate the ability to utilize equipment and technologies in the completion of research in exercise physiology, athletic training and biomechanics.
  10. develop advanced understanding of issues related to athletic training curriculum development, implementation and administration

Rehabilitation Counseling

See link for document.

2) Your program's SLOs are 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: NATA Website: http://www.nata.org/education/educational-programs/accredited-programs
Other:

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.

Curriculum Map File(s) from 2011:

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) 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.

EL-GATEP

Board of Certification (BOC) pass rate and clinical evaluations done twice a year are used to provide evaluation measures across all of the SLOs. The BOC exam and clinical evaluations are a compilation of coursework and related experiences for the program. SLOs are evaluated via those two measures.

PE/APE

Rubrics are currently being developed/revised based on new SLOs published by NASPE and are being adopted by the program.

PP-ATP

The senior exit survey instrument includes assessments of: 1) Student perception of how beneficial each course within the program curriculum was and the areas where appropriate content should receive greater emphasis, 2) Student perception of the extent to which: program faculty were vested in the development/learning of students, instructors were knowledgeable about the profession and the curriculum and faculty provided an environment which supported student development, 3) Student perception of the extent to which faculty and advisors provided adequate knowledge, expertise and support for the research/thesis process, 4) Student perception of the extent to which the program curriculum fulfilled the student learning objectives defined by the program’s stated POD’s and 5) Student perception of the extent to which the program as a whole prepared the student in professional development for becoming a successful member of the professional community.

The ECafe instrument is designed to assess student perception of the quality of the individual course and the quality of the instructor relative to the course administration.

RC

University of Hawaii

REHABILITATION COUNSELING PROGRAM

 Program Evaluation Plan

The faculty of the Department of Kinesiology and Rehabilitation Science will systematically assess and review the major elements and overall effectiveness of the Rehabilitation Counseling Program. The Program review will occur at least once every four years and will include self-evaluation and external review. Results of these evaluations are communicated to institution administrators, the Rehabilitation Counseling Program Advisory Committee and the Council on Rehabilitation Education (CORE).

As part of the Program Evaluation Plan, the Program Director developed a new assessment system to use in the self-evaluation of the UHM program. The system includes a summary explanation of each of the eight Major Elements specified in the CORE Standards, followed by a rubric to describe levels of performance (i.e., target, acceptable, and unacceptable). The program then used the new rubrics to conduct the Self Evaluation. 

This Program Evaluation consists of the following three sections:

• Assessment System

• Self Evaluation

• External Review

ASSESSMENT SYSTEM

Developed for Use in Self-Evaluation by the Program Director)

  1. mission and objectives

The mission and objectives establish the shared vision for the Program’s efforts in preparing professionals to assist individuals with disabilities to become or remain productive and personally fulfilled.  The curriculum content and design, clinical experiences, student assessment, graduate achievements, student recruitment and retention, Program support and resources, and overall faculty strength are consistent with the mission and objectives. 

target The Program clearly articulates written and electronic statements of its mission and objectives in institutional documents, which are in accessible format and meet national website accessibility standards.  Program objectives focus on master’s level rehabilitation counselor education, including professional issues, community needs, and needs of persons with disabilities consistent with the Program’s mission.  The Program’s mission and objectives are distributed to Program applicants, current students, and supervisors of clinical experiences, and are made available to direct service personnel in public, educational, and non-governmental organizations, faculty members in related areas, and the administration.

Acceptable The Program clearly articulates written statements of its mission and objectives in institutional documents, which are in accessible format and meet national website accessibility standards.  Program objectives focus on master’s level rehabilitation counselor education, including professional issues, community needs, and needs of persons with disabilities consistent with the Program’s mission.  The Program’s mission and objectives are distributed to Program applicants, current students, and supervisors of clinical experiences, and are made available to direct service personnel in public, educational, and non-governmental organizations, faculty members in related areas, and the administration.

unacceptable The Program does not articulate written statements of its mission and objectives in institutional documents. Program objectives focus on master’s level rehabilitation counselor education.  The Program’s mission and objectives are distributed to Program applicants, and are not readily available to current students, supervisors of clinical experiences, direct service personnel in public, educational, non-governmental organizations, faculty members in related areas, nor the administration.

  1. curriculum content & design

The required curriculum and design of graduate study provides essential content knowledge, skills, and dispositions necessary for students to function effectively as rehabilitation counselors and other rehabilitation professionals, responding to the culture and rights of people with disabilities.  Assessments indicate that graduates meet professional, state and institutional outcomes and standards.

target The Program offers 48 semester hours for graduate studies in rehabilitation counseling and provides additional curriculum requirements for students who plan to seek employment in states requiring 60 semester hours for licensure.  The Program provides information and written evidence in university materials that specifies equivalency provisions for students with undergraduate degrees in rehabilitation services, as well as the transfer policy regarding graduate credit from other Programs.  Course syllabi include objectives, content areas, assigned textbooks, evaluation criteria, and disability accommodation information. The Program offers ongoing opportunities throughout the course of study for interactive and collaborative experiences with individuals with disabilities in a variety of roles and settings.  The Program provides information on disability services and the reasonable accommodation processes.

Acceptable The Program offers 48 semester hours for graduate studies in rehabilitation counseling, and identifies additional courses for students who plan to seek employment in states requiring 60 semester hours for licensure. The Program provides information and written evidence in university materials that specifies equivalency provisions for students with undergraduate degrees in rehabilitation services, as well as the transfer policy regarding graduate credit from other Programs.  Course syllabi include objectives, content areas, assigned textbooks, evaluation criteria, and disability accommodation information. The Program offers ongoing opportunities throughout the course of study for interactive and collaborative experiences with individuals with disabilities in a variety of roles and settings.  The Program provides information on disability services and the reasonable accommodation processes.

unacceptable The Program offers 48 semester hours for graduate studies in rehabilitation counseling, but does not make provisions for students who plan to seek employment in states requiring 60 semester hours for licensure.  The Program does not provide information about equivalency provisions for students with undergraduate degrees in rehabilitation services. Course syllabi include objectives, content areas, assigned textbooks, but no evaluation criteria. The Program does not offer opportunities for experiences with individuals with disabilities.  The Program does not provide information on disability services and the reasonable accommodation processes.

  1. clinical experiences

The Program,  its state vocational rehabilitation agency and community rehabilitation program partners design, implement, and evaluate instructional and applied experiences that increase students’ awareness and understanding of the differences in values, beliefs, and behaviors of individuals from diverse populations to promote cultural competence, foster personal growth, and introduce students to counseling approaches and rehabilitation issues that affect service delivery.

target The Rehabilitation Counseling Program provides for a minimum of 150 hours of supervised rehabilitation counseling practicum with at least 40 hours of direct service to persons with disabilities, and a minimum of 600 hours of applied experience in an agency/Program, with at least 240 hours of direct service to individuals with disabilities.  The individual supervision of five practicum students is considered equivalent to the teaching of one course.  Internship experiences include an average of one (1) hour per week of individual or 1½ hours per week of group (with no more than 10 students/group) supervision by a Program faculty member or qualified individual working in cooperation with a Program faculty member.

Acceptable   The Rehabilitation Counseling Program provides for a minimum of 100 hours of supervised rehabilitation counseling practicum with at least 40 hours of direct service to persons with disabilities, and a minimum of 600 hours of applied experience in an agency/Program, with at least 240 hours of direct service to individuals with disabilities.  The individual supervision of five practicum students is considered equivalent to the teaching of one course.  Internship experiences include an average of one (1) hour per week of individual or 1½ hours per week of group (with no more than 10 students/group) supervision by a Program faculty member or qualified individual working in cooperation with a Program faculty member.

unacceptable   The Rehabilitation Counseling Program provides for a minimum of 100 hours of rehabilitation counseling practicum and a minimum of 600 hours of applied experience in an agency/Program, with limited hours of direct service to persons with disabilities. 

  1. student assessment

The Rehabilitation Counseling Program utilizes an assessment system that collects and analyzes data on applicant qualifications, student performance and unit operations to evaluate and improve the performance of its students and the Program.

target Comprehensive and integrated assessment and evaluation measures are utilized to monitor student performance and manage and improve the Program operations. Data show a strong relationship of performance assessments to student success throughout their Program at multiple points (i.e., at application, at midpoint, and at Program completion). The Program provides outcome data on the numbers of students who annually passed or failed the CRC examination in comparison to the entire population of individuals, who sat for the exam nationally for the same time period. The outcome data also includes information on student performance on the twelve domain areas that are tested and further broken down into both counseling and rehabilitation/disability sections of the exam. The Program conducts thorough studies to establish fairness, accuracy, and consistency of its student assessment procedures, and makes changes in its practices consistent with the results of these studies.       

Acceptable   Comprehensive and integrated assessment and evaluation measures are developed to monitor student performance and manage and improve the Program operations.  Data show a strong relationship of performance assessments to student success throughout their Program at appropriate transition points. The Program provides outcome data on the numbers of students who annually passed the CRC examination in comparison to the entire population of individuals, who sat for the exam nationally for the same time period. The outcome data also includes information on student performance on the twelve domain areas that are tested and further broken down into both counseling and rehabilitation/disability sections of the exam. The Program conducts thorough studies to establish fairness, accuracy, and consistency of its student assessment procedures.        

unacceptable   Student assessment is limited in its capacity to monitor student performance and manage and improve the Program operations. Decisions about students’ performance are based on a single or few assessments. The Program has not examined bias in its assessment, nor has it made an effort to establish fairness, accuracy, and consistency of its student assessment procedures.       

  1. Graduate achievements

The Rehabilitation Counseling Program utilizes an assessment system that collects and analyzes data on its graduates’ achievements after Program completion.

target   The Program annually assesses the numbers of graduates who obtain employment in public rehabilitation agencies, as well as in non-profit and private rehabilitation settings. The Program provides outcome data on the numbers of graduates who annually passed or failed the CRC examination in comparison to the entire population of individuals, who sat for the exam nationally for the same time period. The report also indicates graduate performance on the twelve domain areas that are tested and further broken down into both the counseling and rehabilitation/disability sections of the exam. Current students, graduates and employers will also be surveyed to obtain ratings of graduates’ preparedness on twelve educational outcome areas required in CORE standards as part of the accreditation process.

Acceptable The Program will annually assess the numbers of graduates who obtain employment in public rehabilitation agencies. The Program provides outcome data on the numbers of graduates who passed or failed the CRC examination in comparison to the entire population of individuals, who sat for the exam nationally for the same time period. The report also indicates graduate performance on the twelve domain areas that are tested and further broken down into both the counseling and rehabilitation/disability sections of the exam.  Current students, graduates and employers will also be surveyed to obtain ratings of graduates’ preparedness on twelve educational outcome areas required in CORE standards as part of the accreditation process.

unacceptable No data is collected on graduates after they complete the Program.

  1. Student recruitment & retention

The Program recruits, admits, assists, and retains students consistent with its mission and the general needs of the rehabilitation field. 

target The Program recruits, admits, assists, and retains students from a broad range of diverse groups.  The active participation of students from diverse cultures and with different experiences is solicited, valued, and promoted in classes, in practicum and in internship experiences.  The Program provides written recruitment and retention policies and procedures that are in accessible formats. The Program provides written information on admission requirements and screening criteria, as well as available financial assistance.

Acceptable The Program recruits, admits, assists, and retains students from a broad range of diverse groups. The participation of students with disabilities and students from culturally diverse groups affirms the Program’s commitment to diversity.  The Program provides written recruitment and retention policies and procedures that are in accessible formats. The Program provides written information on admission requirements and screening criteria, as well as available financial assistance.

unacceptable The Program does not provide activities that encourage or support the involvement of students from diverse populations. The Program does not provide written recruitment and retention policies and procedures.

  1. Program recognition, supports & Resources

The Rehabilitation Counseling Program is recognized and supported as an identified and functioning entity in the institution and has reasonable access to resources, accessible facilities, and technology necessary for effective implementation of the Program for the preparation of students to meet professional, state and institutional standards.

target Colleagues in other departments in the College of Education as well as other units at the University of Hawaii recognize the Rehabilitation Counseling Program as a leader. The Program has reasonable access to resources, accessible facilities, and technology necessary for effective implementation. The University of Hawaii assures adequacy of technical resources, staffing, and technical assistance.  The University and College of Education has policies pertaining to workload, compensation, and ownership of intellectual property resulting from distance education methodologies.  The campus, its facilities, web sites, materials, media, etc., in compliance with state and federal laws, are accessible and usable by individuals with disabilities.  Where barriers are present, the institution has developed a plan and time line for their remediation. The Program assures that university services are routinely available and are adequate from the standpoint of the student. 

Acceptable Colleagues in other departments in the College of Education recognize the Rehabilitation Counseling Program as a leader. The Program has reasonable access to resources, accessible facilities, and technology necessary for effective implementation. The University of Hawaii assures adequacy of technical resources, staffing, and technical assistance.  The University and College of Education has policies pertaining to workload, compensation, and ownership of intellectual property resulting from distance education methodologies. The campus, its facilities, web sites, materials, media, etc., in compliance with state and federal laws, are accessible and usable by individuals with disabilities.  Where barriers are present, the institution has developed a plan and time line for their remediation. The Program assures that university services are routinely available and are adequate from the standpoint of the student. 

unacceptable The Program is not recognized as a leader in the College nor within the educational community.  The Program does not have reasonable access to resources, accessible facilities, and technology necessary for effective implementation. The campus, its facilities, web sites, materials and media, in general are not accessible and usable by individuals with disabilities in compliance with state and federal laws.  The institution does not have a plan and time line for the remediation of existing barriers.

  1. overall faculty strength

The qualifications, composition, and responsibilities of faculty are appropriate to the Program’s objectives and to rehabilitation counseling in general. Rehabilitation Counseling faculty model best professional practices in scholarship, service, and teaching.

target The Rehabilitation Counseling Program Director’s exceed qualifications necessary to carry out the responsibilities of the position.  The qualifications of the full-time Rehabilitation Counseling Program faculty are appropriate to the Program’s objectives and to rehabilitation counseling in general. The faculty composition and responsibilities are adequate to the needs and objectives of the Rehabilitation Counseling Program. The ratio of full-time equivalent (FTE) students to FTE faculty is 10:1.  The student-to-advisor ratio is 20:1. 

Acceptable The Rehabilitation Counseling Program Director has the qualifications necessary to carry out the responsibilities of the position.  The qualifications of the full-time Rehabilitation Counseling Program faculty are appropriate to the Program’s objectives and to rehabilitation counseling in general. The faculty composition and responsibilities are adequate to the needs and objectives of the Rehabilitation Counseling Program. The ratio of full-time equivalent (FTE) students to FTE faculty is 10:1. The student-to-advisor ratio exceeds 20:1; however documentation is presented assuring appropriate student advising.

unacceptable Not all full-time Rehabilitation Counseling Program faculty have the appropriate qualifications to carry out the Program’s objectives. The faculty composition and responsibilities are inadequate to the needs and objectives of the Rehabilitation Counseling Program. The ratio of full-time equivalent (FTE) students to FTE faculty exceeds 10:1, and the student-to-advisor ratio exceeds 20:1  without documentation presented assuring that there is quality of educational outcomes and that student needs are met.

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.

EL-GATEP

BOC exam pass rate and clinical evaluations conducted twice a year.

PE/APE

Rubrics are currently being developed/revised based on new SLOs published by NASPE and are being adopted by the program.

PP-ATP

The senior exit survey and the ECafe instruments are utilized to gather program evaluation data.

RC

See #5 for program plan

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

EL-GATEP

All students in the program are evaluated on both measures. 10 were evaluated in this measurement period.

PE/APE

Rubrics are currently being developed/revised based on new SLOs published by NASPE and are being adopted by the program.

PP-ATP

Six students completed the senior exit survey.  This number represented all graduates for the academic year.

All students in all program courses were provided the opportunity to complete ECafe evalutions.

RC

See #5 for program plan

8) 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: Program Director

9) 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:

10) For the assessment question(s) and/or assessment goal(s) stated in Question #5:
Summarize the actual results.

EL-GATEP

Academic Year

Admitted

Grad-uated

Grad-uation Rate

BOC attempt

BOC 1st Time pass

BOC 1st time Pass Rate

BOC National Average

     2009- 2010

10

8

80%

7

6

86%

61%

      2010- 2011

15

6

40%*

6

6

100%

~

PE/APE

Rubrics are currently being developed/revised based on new SLOs published by NASPE and are being adopted by the program.

PP-ATP

Students feel that the program offers advanced skills and knowledge appropriate and necessary for Post-Professional Education in Athletic Training.  They rated the knowledge and skills gained during their program as valuable/highly valuable for their future career plans.  Students highly value / desire quality mentoring and advising within their research/thesis process.

RC

See #5 for program plan

11) State how the program used the results or plans to use the results. Please be specific.

EL-GATEP

Major program revision to deliver content efficiently and effectively and demonstrate compliance with the new CAATE Standards and Guidelines. These changes reduced the total required for graduation by 12 credits.

All entry-level core courses were modified and all course syllabi were revised to update all aspects of the student’s academic classroom and clinical experiences.  The required courses were revised to incorporate approximately 1,200 competencies and the proficiencies from the updated 2011 NATA Educational Competencies (5th Edition).

PE/APE

Rubrics are currently being developed/revised based on new SLOs published by NASPE and are being adopted by the program.

PP-ATP

The program utilizes results from yearly alumni evaluations and course evaluations to make changes to courses, research experiences, clinical experiences and professional experiences on an on-going basis.  Results from previous years have resulted in changes to the manner in which the program is delivered including changes to in-class activities, areas of content focus and student experiences offered.

RC

See #5 for program plan

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.

None.

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.

PE/APE

New rubrics and curriculum map need to be developed or completed. The changed standards and program expectations have been evolving and only recently have been confirmed and agreed upon. Faculty in this program area are working on completing these necessary parts for the assessment process.

RC

See #5 for program plan