Program: Education (PhD)
Degree: Doctorate
Date: Fri Oct 11, 2013 - 10:16:50 am
1) Below are your program's student learning outcomes (SLOs). Please update as needed.
The objectives of the program are
1. Knowledge. Students will become knowledgeable in the broad issues of education and in the skills, knowledge and problems within their specialization area. Students will develop an inquiring and critical approach to issues and possible solutions to problems in education. The body of knowledge and specific objectives are developed on an individual basis in collaboration among the student, his/her advisor, and committee members. The doctoral program is unique in that students are expected to develop their knowledge of the field to the degree that they can understand the issues and problems in the field of education, and their specialization, in order to develop an inquiry project that will generate new knowledge in education.
2. Research. Students will develop competencies in the broad issues of conducting and evaluating research in education, and develop the skills needed to develop a research problem and questions, design a study about a significant issue, collect appropriate data, analyze results and write a dissertation. Students’ dissertation research must be on an original problem and contribute to the knowledge base in education. The results of students research will be disseminated internationally, nationally and locally, where appropriate, so that it may be utilized for the improvement of education.
3. Caring and Professional Ethics. Students will develop a deep respect for the public trust that is invested in them as future intellectual and social leaders in the field of education. Research that they conduct, or to which they refer in making recommendations, will be carefully vetted for accuracy, fairness, and beneficence regarding the clients, recipients, participants and the broader public good. The program supports an attitude or disposition of caring or consideration for all people, and especially for students at every level and from various walks of life.
2) Your program's SLOs are published as follows. Please update as needed.
Department Website URL: https://coe.hawaii.edu/graduate/doctoral
Student Handbook. URL, if available online: Information Sheet, Flyer, or Brochure URL, if available online: UHM Catalog. Page Number: 198-200 Course Syllabi. URL, if available online: Other: Other: 3) Select one option:
- 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.
0% 1-50% 51-80% 81-99%
100%5) Did your program engage in any program assessment activities between June 1, 2012 and September 30, 2013? (e.g., establishing/revising outcomes, aligning the curriculum to outcomes, collecting evidence, interpreting evidence, using results, revising the assessment plan, creating surveys or tests, etc.)
Yes No (skip to question 14)6) For the period June 1, 2012 to September 30, 2013: State the assessment question(s) and/or assessment goals. Include the SLOs that were targeted, if applicable.
7) State the type(s) of evidence gathered to answer the assessment question and/or meet the assessment goals that were given in Question #6.
8) State how many persons submitted evidence that was evaluated. If applicable, please include the sampling technique used.
9) 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: 10) 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: 11) For the assessment question(s) and/or assessment goal(s) stated in Question #6:
Summarize the actual results.
12) State how the program used the results or plans to use the results. Please be specific.
13) Beyond the results, were there additional conclusions or discoveries?
This can include insights about assessment procedures, teaching and learning, program aspects and so on.
14) If the program did not engage in assessment activities, please explain.
Or, if the program did engage in assessment activities, please add any other important information here.
The graduate faculty in the college-wide Ph.D. are in the process of revising the assessment criteria for the program. Currently, the program is assessed using the following framework:
SIX DATA POINTS
PhD in Education Program Assessments:
Data for : Spring 2013
Items 1-4: Count all students who had their form 2 approved in Fall/2012 Spring 2013 __23___
If form 2 is turned in fill that all 4 assessments were done satisfactorily
If only the form for the comprehensive exam was turned in, mark only 1 &2.
Item 5: Count all students who had their form 3 approved in Fall 2012/Spring 2013 __29_
Item 6: Count all students who actually graduated in Fall 2012/Spring 2013 __32___
|
Title of Assessment |
Form of Assessment |
Time of Assessment |
Who Assesses the Work? |
|
1. Knowledge |
Written Comprehensive Exam |
Upon completion of course work and committee meeting with doctoral student previous to exam to develop focus for questions |
Specialization chair and doctoral committee |
|
2. Knowledge |
Oral Comprehensive Exam |
Upon successful completion of written comprehensive exam |
Specialization chair and doctoral committee |
|
3. Research Skills |
Dissertation Proposal |
After completion of course work and before beginning the data collection for the dissertation |
Dissertation committee of 5, including outside full graduate faculty member to monitor the process |
|
4. Dispositions: Ethics |
IRB Approval of the dissertation and certificate of completion of IRB training in research ethics |
At time of dissertation proposal and before student begins dissertation study and signs up for EDUC 800, Dissertation |
IRB at the University of Hawaii, Manoa; Committee chair; and Graduate Division |
|
5. Research Skills |
Oral Defense of Dissertation |
After the dissertation chair approves final copy of the dissertation and it is circulated among the committee |
Dissertation committee. College faculty and students, and the public |
The faculty are in the process of creating a new assessment that includes tracking graduates in their careers after they've attained their degrees. The following indicates where graduates from the program over the past five and a half years are currently working:
Following Graduates Fall 2012
The graduates of the Ph.D. program consistently move on to positions of leadership in the Hawaii, other states in the U.S. and other nations. ETEC has had only two graduates, one of whom is seeking employment and the other looking towards promotion in her current position. Of the four KRS graduates, two have been hired as assistant professors in KRS; one is an assistant professor at Northern Kentucky University, and one is a physician extender in the Colorado Physicians Clinic in Denver.
The other specializations provided the following information about graduates over the past five years:
Curriculum and Instruction: (n=39)
Faculty at Hawaii universities and community
colleges: 13
Teacher-Leaders in HIDOE and other schools: 16
Faculty at US mainland schools & universities: 5
Teacher-Leaders in K-12 US mainland schools: 1
Faculty at Asian university: 1
Other: 3
Educational Administration: (n=22)
UH System faculty, APT, or administrators: 10
Hawaii DOE administrators: 4
Faculty in foreign countries (Vietnam & Singapore) 2
Faculty or admin. in universities other than UH 4
K-12 administrator on U.S. mainland 1
Other: 1
Educational Foundations: (n=7)
Assistant Professor at HPU: 1
UH Manoa Instructor: 1
UH Manoa researcher with CDS: 1
Teaching at a university in Japan: 1
Teaching, College of the Marshall Islands: 1
Other: 2
Exceptionalities: (n=18)
67% Faculty/Researchers in Higher Education (12)
43% UH System
17% Other universities
22% Hawaii DOE employees (4)
17% administrators
10% teachers
11% Private Program administrators/trainers/consultants
(State and national) (2)
Policy Studies:
Post-doctoral student at Tohoku University, Japan: 1
(Tier 1 university)
Retired DOE Counselor: 1
Other: 1
In summary, of the 95 graduates of the Ph.D. program over the past five years, 86 have gone on to positions of scholarship and/or leadership in Hawaii, the US mainland, and other nations. Five specializations have prepared 40 faculty members, researchers, and leaders in the UH Manoa system. Twenty-five graduates have or are serving as leaders in the Hawaii DOE. Four graduates are faculty members at universities in Asia, and one attained a prestigious post-doc in Japan.
Update as of Fall 2013
These are the students who graduated in Fall 2012 and Spring 2013 from each specialization :
Curriculum and Instruction: (n=10)
1. Cultural Specialist, Office of Hawaiian Affairs
2. Public Health Nurse Practitioner, Tripler Army Medical Center
3. UHM College of Engineering Project Specialist, Native Hawaiian Science and Engineering Mentorship Program
4. Assistant Professor (tenure track), UHM Kawaihuelani Center for Hawaiian Language
5. Teacher, Farrington High School
6. Security Officer, Honolulu Airport
7. Lecturer, Kapi’olani Community College
3 unknown, but we’re following up. I know one of them was offered a job at the College of Micronesia, but I’m not sure what the exact job was.
Educational Administration: (n=4)
1. Marketing Director, Curriculum Research and 2. Development Group, UH Manoa College of Education
2. Counselor and Professor, Windward CC
3. Chair and Professor, Dept. of Hospitality and Tourism,
Kapi’olani CC
4. Education Specialist, Dong Thap Province Department of Education, Vietnam
* In addition, the student who graduated from Ed Admin. last year and was listed as “Other” has been employed as an Assistant Professor of Education and Disabilities at Thomas University in Thomasville, GA
Educational Foundations: (n=6)
1. Institutional Analyst, Office for Institutional Effectiveness, Kapiolani Community College
2. Faculty member in the UH Manoa Uehiro Academy for Philosophy and Ethics in Education
3. Lecturer at UH Manoa
4. High school teacher in California
5. On the job market looking for a faculty position
6. Unknown at this time
Educational Technology: (n=5)
- Specialist in Center for Teaching Excellence, UH Manoa
- Private consultant in instructional design
- Teacher, Denver Public Schools
- Tech Director, Assets School, Honolulu, also lecturer at Argosy University
- Associate Professor in Legal Education at Kapi’olani Community College
Exceptionalities: (n=2)
- Administrator, Hawaii DOE
- Assistant Specialist, College of Education, UH Manoa
Kinesiology and Rehabilitation Studies:
(n=4)
- Assistant Professor in APE/AP Pedagogy at U. of Wisconsin, Whitewater
- Teaching in the undergraduate athletic training program, West Chester University in Pennsylvania
- Lieutenant Colonel in the Air Force in Stuttgart, Germany who will return to teach at the Air Force Academy in three years.
- Major in the Air Force in Stuttgart, Germany who will return to teach at the Air Force Academy in three years.
Policy Studies: (n=1)
1. High School Assistant Principal, California