Assessment for Curricular Improvement Poster Sessions

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    Assessing Civic and Community Engagement in Ethnic Studies
    ( 2021-04-05) Rath, Rich ; Hasager, Ulla
    Ethnic Studies was born out of community demand and community engagement has had a central place in the work of the department that this year is celebrating its 50th anniversary at UH Mānoa. With this poster faculty from Ethnic Studies share some of the department’s diverse assessment methods and improvement initiatives and strategies in the field of civic and community engagement – from specific departmental learning objectives and analysis of reflection products to focus groups and surveys. They also address a survey of faculty involvement and innovative professional development strategies – as well as special measures taken during the current pandemic.
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    Development of a Signature Assignment in Filipino Cultural Courses
    ( 2021-04-05) Pagkalinawan, Leticia
    This project presents a signature assignment for Indo-Pacific culture courses to assess the students’ cultural competency by discussing food practices and beliefs. It also aims to use the student’s assignment to assess one program learning outcome. This assignment requires the students to write a 750-word essay describing their comfort foods and specific memories of events, people, and cultural practices connected with these foods, following effective writing guidelines as stated in the rubric. This project was designed to meet the recommendations of the Filipino and Philippine Culture Program’s previous assessment project conducted by Dr. Pia Arbleda and Dr. Jayson Parba in 2015 to create a signature assignment for Filipino culture courses.
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    Capstone Signature Assignment Development in a History BA Program
    ( 2021-04-05) Brown, Shana
    The Department of History has been engaged in assessment work of our undergraduate major, identifying how we can better scaffold disciplinary skills into our curriculum and strengthen student mastery of our Program Learning Outcomes. This collaborative project brought together faculty who teach the same course to consult regarding a common assignment for assessment purposes, that is aligned with the PLO under evaluation by the assessment committee.
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    Advanced Degree Institutional Learning Achievement Investigation: Methods and Opportunities for Action
    ( 2021-04-05) Stephens-Chu, Maura ; Hill, Yao Z. ; Aune, Krystyna ; Maeda, Julienne
    This poster presents the process and results of an institutional assessment project that investigated advanced degree program learning achievement through a meta-analysis of the 2018-2020 program assessment reports. Our analysis shows a high level of learning achievement at the advanced degree level with 95% to 97% of students also meeting expectations of Institutional Learning Objectives (ILO). It also reveals certain challenges relating to the quality of program assessment and achievement results identified in some reports. We provide recommendations for programs to overcome these challenges in future assessment activities. Additionally, the poster highlights our communication and collaboration strategies among key constituencies on campus in an effort to enhance the quality of graduate program learning assessment. These include multiple presentations to the Graduate Council, reaching out to individual programs to provide assistance, and offering collaborative public workshops with invited guest speakers from excellent programs.
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    The Road to Institutional Effectiveness: Cultivating Partnerships for General Education Assessment
    ( 2021-04-05) Arai, Meiko
    Chaminade University of Honolulu has restructured General Education in recent years. Various faculty committees have been spearheading a great undertaking of revisiting and realigning assessment efforts in the restructured General Education. By leveraging the Assessment Leadership Institute and its resources, attempts to support General Education assessment processes unfolded only to quickly run into roadblocks. As a result, maneuvering roadblocks became a focus of this project: treading carefully and softly, sometimes pausing, to develop faculty partnerships in the area of General Education assessment. Tapping into existing resources, as well as, calling on faculty allies, proved to be an effective and friendlier approach in cultivating partnerships, when faculty resistance may be a hindering factor in advancing assessment not only in General Education, but also assessment in general.
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    Assessment across the Disciplines: Increasing Faculty Engagement in Assessment
    ( 2021-04-05) Chang, Cara ; Mahi, Michele ; Nakamitsu, Kazuko
    During the 2020-2021 academic year, the English, Hawaiian and Foreign Languages, Speech and Communication disciplines in the Language Arts Division at Leeward Community College worked together to increase faculty engagement in assessment. To encourage faculty involvement in assessment, we held a division workshop on assessment, discussed strategies such as curriculum mapping, assessment planning, and signature assignments, and worked collaboratively with our individual disciplines. Results and future plans will be discussed.
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    Integrated Planning for Student Success: Kapi‘olani Community College’s Continuous Improvement Journey
    ( 2021-04-05) Sickel, Jamie ; Plamann Wagoner, Kara
    In early 2019, ACCJC reaffirmed Kapi‘olani Community College’s accreditation status, but mandated a follow-up report and provided an 18-month window to focus on two continuous improvement and assessment recommendations before a peer review follow-up visit would re-evaluate the institution. The College embraced this opportunity to re-imagine assessment and related processes through integrated planning. Program review cycles were aligned with course SLO assessment cycles; an archaic platform was replaced with a custom-tailored approach to scheduling and tracking SLO assessment, a continuous improvement system for programs, units, and campus governance organizations was implemented, and the Kapi‘olani CC Integrated Planning for Student Success model was developed and adopted. The process and its components focus on inclusivity, transparency, and accountability. This session will introduce the timeline, processes, tools, and takeaways as well as our current status and plans for continued improvement.
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    Automation of Student Learning Assessment for the Accreditation Board for Engineering and Technology (ABET)
    ( 2021-04-05) Stopa, Justin E. ; Cheung, Kwok Fai ; Nosal, Eva-Marie
    The MS program in the Ocean and Resources Engineering Department (ORE) is certified by the Accreditation Board for Engineering and Technology (ABET). ABET is an international certification that allows engineering programs flexibility while ensuring standards are met. The reviews are performed every 6 years. However, the program must be continuously evaluated. ABET recently changed its requirements; consequently, ORE updated our student learning objectives. During this change, we found the need to improve the automation of the information collected from students, faculty, alumni, and engineering professionals. Automation reduces human-hours needed to record, analyze, and communicate the results. Here, we present an overview of how we continuously evaluate our MS program. Specifically, we describe how surveys, analysis tools, and digital student progress forms aid in our continuous improvement. Our approach to automate the process reduces the time and resources of the ORE faculty and staff while streamlining the evaluation of the program.
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    Creating a Rubric of Critical Thinking for Writing Intensive Courses
    ( 2021-04-05) Wang, Haidan ; Jiang, Song ; Jiang, Li ; Yue, Ming-Bao
    This poster reports an ongoing project collaborated by a team of Chinese faculty who teach writing intensive (WI) courses that identify critical thinking as one of the assessment components during AY 2020-2021. We will exhibit the collaborations of (a) the process of the rubric development, (b) the integration of rubric in student’s essay assessment, and (c) the preliminary results from three courses that have piloted this rubric. We will also explore the possible promotion of this rubric to other Chinese faculty for their adaption to other WI courses, through which we may receive feedback so as to make it a more adaptable criterion for crucial thinking assessment, one of the most important institutional learning objective encompassed by the UHM campus wide.
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    Assessing Written Communication Skills across Food Science Courses with a Common Rubric
    ( 2021-04-05) Ho, Kacie ; Jun, Soojin ; Li, Yong
    The Food Science and Human Nutrition (FSHN) Undergraduate program has established an ad-hoc committee to assess written communication skills across required food science courses. Involved faculty identified core writing-intensive food science courses within the FSHN curriculum that involve laboratory assignments and written laboratory reports. A rubric for assessing written laboratory and term project reports was selected as a common or shared rubric for instructors to use across their classes (Food Engineering, Food Microbiology, Food Chemistry, and Experimental Foods). The faculty hope to use these findings to make improvements in written communication skills across the program and hope to apply similar strategies in the future to identify strengths and weaknesses in other key competency areas across the FSHN undergraduate program.