2021 Assessment for Curricular Improvement Poster Exhibit

April 5-9, 2021, online

View the Virtual Poster Gallery Here!

On Friday, April 9th, 2021, the Assessment and Curriculum Support Center hosted 90 attendees and 18 awesome assessment posters from five Hawaiʻi institutions at the 8th Assessment for Curricular Improvement Poster Exhibit. Interim Associate Vice Chancellor for Academic Affairs Laura Lyons gave a warm welcome to presenters and attendees to start us off. Then, attendees circulated through Zoom breakout rooms to visit with poster presenters and discuss program assessment for the purpose of improving student learning. The live Zoom session on Friday was the culminating event of this year’s exhibit, which also included an online poster gallery the week of April 5th that featured 20 posters about higher education assessment projects in Hawaiʻi.

View Poster Exhibit Evaluation Report.

flyer for the 2021 Poster Exhibit
Call for Presenters Flyer for the 2021 Assessment for Curricular Improvement Poster Exhibit

Overall, the event was a great success, and the Assessment and Curriculum Support Center would like to thank everyone involved for being part of this year’s virtual event. We congratulate the following poster award winners:

Poster Awards

Best Poster Design:

Best Use of Assessment for Improvement (3-way tie):

Best Faculty Engagement Strategies (2-way tie):


Arai, Meiko (Center for Teaching and Learning, Chaminade University) – The Road to Institutional Effectiveness: Cultivating Partnerships for General Education Assessment

Brown, Shana (History, University of Hawaiʻi at Mānoa) – Capstone Signature Assignment Development in a History BA Program

Chang, Cara; Mahi, Michelle; and Nakamitsu, Kazuko (Language Arts, Leeward Community College) – Assessment across the Disciplines: Increasing Faculty Engagement in Assessment

Crowther, Dustin; Gilliland, Betsy; Harsch, Kenton; Isbell, Daniel; and Gochenouer, Cari (Second Language Studies, University of Hawaiʻi at Mānoa) – Oral Communication for Language Teachers: Assessment Rubric Development

Das, Priyam (Urban and Regional Planning, University of Hawaiʻi at Mānoa) – Assessing the Planning Practicum: Lessons for Engaged Scholarship

Drexel, April AH; Ka’aloa, Piʻilani; OʻNeill Keawe, Lia; and Long, Keahiahi (Hawaiʻinuiākea/Hawaiian Studies, University of Hawaiʻi at Mānoa) – Kumu, Kuleana, Kaona: Assessing Multiple Viewpoints

Gochenouer, Cari and Beaule, Christine (General Education Office, University of Hawaiʻi at Mānoa) – Strength in Numbers: Facilitating Faculty Learning Communities for General Education Student Learning Outcomes Assessment

Hirata, Dorothy; Chuang, Laura; Parcon, Matt; Swift, Alice; and Yamada, Marisa (Information Technology Services, University of Hawaiʻi) – UH Online 5-Week Professional Development (PD) Program Evaluation and Iterative Improvements

Ho, Kacie; Jun, Soojin; and Li, Yong (Human Nutrition, Food and Animal Sciences, University of Hawaiʻi at Mānoa) – Assessing Written Communication Skills across Food Science Courses with a Common Rubric

Nakamatsu, Nicole; Torigoe, Trevor; Mikami, Brandi; Thompson, Jesse D.; Rettenmeier, Christopher; Lozanoff, Beth K.; Kaya, Brock; Smith, Alice; Lee, U-Young; Aytac, Gunes; and Lozanoff, Scott K. (Anatomy, Biochemistry & Physiology, John A. Burns School of Medicine, University of Hawaiʻi at Mānoa) – Cross-Cultural Classroom: Assessing Student Opinion of Online, Case-Based Learning Modules, Utilizing MRI and XR Technology, in American and Turkish Medical Students

Ogawa, MB (Information and Computer Sciences, University of Hawaiʻi at Mānoa) – Curricular Assessment for Improved Sequenced Learning

Pagkalinawan, Leticia (Indo-Pacific Languages and Literatures, University of Hawaiʻi at Mānoa) – Development of a Signature Assignment in Filipino Cultural Courses

Rath, Richard and Hasager, Ulla (Ethnic Studies, University of Hawaiʻi at Mānoa) – Assessing Civic and Community Engagement in Ethnic Studies

Shen, Howard C.; McAssey, Edward; and Muszynski, Michael G. (School of Life Sciences, University of Hawaiʻi at Mānoa) – Establishing an Assessment Plan for the Undergraduate Molecular and Cell Biology Curriculum to Achieve Program Permanence at UHM

Sickel, Jamie and Plamann Wagoner, Kara (Center for Excellence in Learning, Teaching and Technology, Kapi‘olani Community College) – Integrated Planning for Student Success: Kapi‘olani Community College’s Continuous Improvement Journey

Stephens-Chu, Maura; Hill, Yao Z.; Aune, Krystyna; and Maeda, Julienne (Assessment and Curriculum Support Center & Graduate Division, University of Hawaiʻi at Mānoa) – Advanced Degree Institutional Learning Achievement Investigation: Methods and Opportunities for Action

Stopa, Justin E.; Cheung, Kwok Fai; and Nosal, Eva-Marie (Ocean and Resources Engineering, University of Hawaiʻi at Mānoa) – Automation of Student Learning Assessment for the Accreditation Board for Engineering and Technology (ABET)

von Doetinchem, Sandra (Outreach College, Continuing & Professional Programs, University of Hawaiʻi at Mānoa) – Incorporating Learning Outcome Assessments into Noncredit Education: A Novel Approach

Walguarnery, Justin; Morden, Clifford; and Drake, Donald (School of Life Sciences, University of Hawaiʻi at Mānoa) – Life Sciences Uniting in Assessing Student Writing

Wang, Haidan; Jiang, Song; Jiang, Li; and Yue, Ming-Bao (East Asian Languages & Literatures, University of Hawaiʻi at Mānoa) – Creating a Rubric of Critical Thinking for Writing Intensive Courses

View past posters in our archive here.

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Since 2009, the Assessment for Curricular Improvement Poster Exhibit has featured faculty and staff in higher education using program-level learning assessment to improve student learning and programs. (View previous posters.) Join us in 2021 to

  • share successful assessment strategies
  • gather ideas for curricular and co-curricular assessment
  • network with colleagues.  


Who attends the Poster Exhibit? Faculty, staff, and administrators interested in learning assessment for improvement.

Cost? No fee. Free to presenters and attendees.

Poster Exhibit format

  • April 5-9, 2021: Online viewing of posters and presenter video presentations
  • April 9, 2021, 12:30-1:45 PM: Online, live discussion with presenters via Zoom
    • 12:30-12:40 – Welcome message
    • 12:40-1:40 – Poster viewing in Zoom breakout rooms
    • 1:40-1:45 – Concluding remarks, door prize and evaluation information (win a book on teaching, learning, assessment)

Presenter Instructions and Help

This study was intrigued by the needs to assess oral performance more systematically and to motivate students to take assessment more seriously. The participants of the study were students and faculty of Korean Language Flagship Center (KLFC) MA program in the department of East Asian Languages and Literatures. There was a brief criterion for oral assessment in the program, but it was not enough to meet the aforementioned needs. Therefore, the researcher with the help of faculty in the program and center developed a detailed rubric, Flagship Rubric. Utilizing assessment evidences such as video recordings and student feedback sheets, development phases were as follows: 1) rough version, 2) revision, 3) pilot test, 4) second revision, and 5) ‘Flagship Rubric.’ The poster session will show this process and the product, and how it will be incorporated in the program with a dissemination plan.

[expand title=”Instructions to Poster Presenters” startwrap=%(%h4%)% endwrap=%(%/h4%)% trigclass=”noarrow”]

  1. Complete the poster presentation signup form by Feb. 16. Information needed:
    1. Contact information for presenter and co-presenters
    2. Poster title
    3. Poster abstract of 50-150 words
    4. Confirmation that you or a representative will attend the Friday, April 9, 2021, 12:30-1:45 PM live Zoom discussion
    5. Consent or decline to have your poster published in UHM’s ScholarSpace repository.
  2. Help is available. See below for poster templates, tips, and assistance recording a video presentation. Or, feel free to contact us at airo@hawaii.edu for help with content, design, or technical issues.
  3. Submit a PDF version of your poster to airo@hawaii.edu by Friday, March 12, 2021.
  4. Optional: submit a 2-5 minute video recording of your presentation to airo@hawaii.edu by Friday, March 12, 2021.
  5. Engage with attendees at the live Zoom meeting on Friday, April 9, 2021, 12:30-1:45 PM

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[expand title=”Poster Evaluation Criteria” expanded=”true” startwrap=%(%h4%)% endwrap=%(%/h4%)% trigclass=”noarrow”]

1. Poster Design Quality

4 Wow! Exceptionally attractive in design, layout, and neatness. The design enhances the content and represents a clear flow of the content. The font size and typeface intentionally signal main and subordinate points/messages and are very easy to read. Graphics (if used) easily and quickly convey the meaning.
3 Good. Design, layout, and neatness help the viewer understand the content. The font size and typeface are appropriately sized for easy reading from a distance. Graphics (if used) convey the meaning, with the help of the text.
2 Okay. Design, layout, font are perfunctory and do not help or hinder the message.
1 Umm… Design, layout, font hinder the message. For example, design is cluttered or illogical, layout is confusing, too much text, font size is too small to read.

2. Use of Assessment for Improvement

4 Wow! A group of faculty members (or other stakeholders) collaborated to use an assessment process or the assessment results directly and intentionally for the purpose of improvement (of student learning, the curriculum, resource allocation, policies, assessment processes themselves). They implemented the assessment process, engaged in critical reflection, and used the process and/or assessment results to logically inform changes. Bonus points to posters in which a follow-up assessment project was conducted to examine the effectiveness of the changes made.
3 Good. Assessment for improvement because the faculty (or other stakeholders) made changes that were informed by assessment processes and/or results.
2 Okay. The faculty (or other stakeholders) discussed possible actions but no clear action has been taken —OR— the faculty made changes but it’s not clear how the actions are tied to the assessment process/results.
1 Umm… The project focuses on the assessment process or results itself without reflection/discussion/use of the process/results for improvement actions.

3. Faculty Engagement Strategies

(a good assessment process is collaborative)

4 Wow! The strategies to engage faculty (or other stakeholders) are really working. Faculty/stakeholders participate in assessment-related activities. They appear involved with an assessment-for-improvement process through their regular participation and ongoing attention to curriculum effectiveness and student learning at the program or institution level.
3 Good. Engagement strategies were used because faculty (or other stakeholders) did participate in at least one assessment-related activity aimed at the program/institution level.
2 Okay. The strategies appear to have engaged a few committed folks, but it’s unclear if participation is widespread and if faculty regularly attend to learning and curriculum development at the program/institution level as a result of the strategies.
1 Umm… It seems to be a project primarily done by one person without participation/engagement from other faculty members.
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[expand title=”Poster Content Considerations” expanded=”true” startwrap=%(%h4%)% endwrap=%(%/h4%)% trigclass=”noarrow”]

Have a clear theme and organizationA program’s assessment efforts may include many accomplishments. Focus on a central theme/problem/project and organize the content to enhance the take-away message.
Content is useful for audienceWhenever possible, describe the processes, strategies, and tools that others may adapt/adopt. Attendees also appreciate knowing the challenges faced in the assessment project and (possible) solutions.
Focus on assessment-for-improvement A primary goal of assessment is program and student learning improvement. Describe the action(s) that the program took in response to the assessment findings or challenges encountered (e.g., redesigning assignments, changing pre-requisites, refining advising practice, increasing faculty collaboration and collegiality).
If possible, include the impact on student learning after the program took the action(s).

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[expand title=”Strategies and Tutorials to Create Effective Posters & Presentations” expanded=”true” startwrap=%(%h4%)% endwrap=%(%/h4%)% trigclass=”noarrow”]

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[expand title=”Poster Templates” expanded=”true” startwrap=%(%h4%)% endwrap=%(%/h4%)% trigclass=”noarrow”]

Please feel free to use the following letter-sized (11″ width x 8.5″ height) templates to create your virtual poster (PowerPoint Slide/Google Slide).

To produce posters for printing (52″ width x 38″ height), please use templates here.

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[expand title=”Suggested Poster Content” expanded=”true” startwrap=%(%h4%)% endwrap=%(%/h4%)% trigclass=”noarrow”]

  1. Basic program information such as the number of faculty and students, degree(s) offered, and number of graduates per year
  2. Context of the assessment project: program learning assessment status/history of assessment in your program
  3. Description of the assessment project: useful tips, strategies, tools, steps in the process, end products, etc.
  4. Highlight how your program used assessment processes/findings for improvement
  5. Summary of accomplishments, lessons, strategies/tools to share
  6. Acknowledgements–assessment is a team sport

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[expand title=”Sample Topics and Past Presenters” expanded=”true” startwrap=%(%h4%)% endwrap=%(%/h4%)% trigclass=”noarrow”]

  • Use of assessment results for curricular improvement
  • Curriculum mapping and its role in program assessment and improvement
  • Development and use of a rubric for program assessment
  • Capstone portfolio assessment for curricular improvement
  • For more examples, see posters from the 2019 exhibit.
Best Poster Design
Best Faculty Engagement Strategies
Best Use of Assessment for Improvement

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