Program: Urban & Regional Plan (PhD)
Degree: Doctorate
Date: Thu Oct 10, 2013 - 1:13:55 pm
1) Below are your program's student learning outcomes (SLOs). Please update as needed.
In August 2013, the department streamlined new SLO’s for the PhD program.
Upon completion of the PhD in Urban and Regional Planning, students will be able to:
1) Evaluate, synthesize and conduct independent research relevant to building knowledge in the field of urban and regional planning;
2) Demonstrate mastery of rigorous research design and an application of research method within the field of planning; and
3) Present, discuss, and defend research findings through effective oral and written communication.
2) Your program's SLOs are published as follows. Please update as needed.
Department Website URL: http://www.durp.hawaii.edu/
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: 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.
In August 2013, the department had a strategic planning retreat where we adopted SLO’s for the PhD program. These SLO’s are being put on our website.
In addition, we have agreed to create 1) a rubric to assess the dissertation amongst the faculty, 2) an exit survey for PhD students, 3) and a post-dissertation defense survey for the outside member. This will provide us data over time on student experiences and external assessment of the quality of the dissertation.
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.
NA
8) State how many persons submitted evidence that was evaluated. If applicable, please include the sampling technique used.
A majority of faculty were able to attend the strategic planning retreat (8 of 10).
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.
NA
12) State how the program used the results or plans to use the results. Please be specific.
The three surveys/rubrics will be used as data for programmatic assessment. Because of the small size of the PhD program, we will have to wait to have enough graduates (at least 5) to publish results (probably in the next two years).
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.
Talking about the SLO’s assisted us in discussing the flow of the PhD program more generally and we have decided to add a first-year paper into the curriculum.