Assessment for Curricular Improvement Poster Sessions

Permanent URI for this collectionhttps://hdl.handle.net/10125/45024

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Mapping the EARTH Undergraduate Curriculum: Assessment of Student Learning Outcomes
(2025-03-28) Kamanu, Alyssa
Undergraduate student enrollment in the Earth Sciences Department at the University of Hawaiʻi at Mānoa has grown significantly in recent years. The BA and BS program curriculum has been updated based on interview findings with alumni and employers, and careful analysis of trends in Geoscience education and department courses. This project maps the new undergraduate curriculum and provides a preliminary assessment of undergraduate student learning outcomes in the Earth Sciences.
Developing Pilina: Introducing New Social Sciences Faculty to Kuleana
(2025-03-28) Aquino, Kamakanoaokealoha M.; Campos, Ruben; Hasager, Ulla; Sabellano-Tsutsui, Tiare
For the past two years, Hui ʻĀina Pilipili: Native Hawaiian Initiative, ACCESS Engagement, and the Mālama i Nā Ahupuaʻa program, with support from the Dean’s Office, have been offering orientations for new and incoming faculty in the College of Social Sciences. This program is a one-day program focused on personal, cultural, and professional enrichment, designed to introduce faculty to kuleana. The program includes visits to various service-learning sites of the Mālama I Nā Ahupuaʻa program to learn about epistemology, culture, history, and the environment; experience examples of high-impact pedagogies provided by CSS through ACCESS Engagement; connect with a Native Hawaiian community and organization; and consider challenges faced by these community partners. A key component is hana, a workday with the organization, accompanied by essential reflections. This poster offers an overview of the orientation, participant reflections, and insights from faculty regarding kuleana.
Untying a Gordian Knot: a Holistic Approach to Improving General Education Assessment
(2025-03-10) Dorsten, Aimee-Marie
The Director of Core Education at Point Park University conducted an assessment cycle for the Information Literacy SLO in the Undergraduate Core Curriculum in AY 2023-24. This was the first assessment conducted under a new Director to establish a baseline performance level for curriculum mapped to that SLO. The assessment revealed much more than just baseline performance for an SLO. This poster presents the weaknesses in the university’s existing assessment processes and charts a path for improvement based on the results from just one assessment cycle.
The Development of a Comprehensive Course Review Process for a New DVM Curriculum
(2025-03-10) Jones, Nicole
In fall 2023, the College of Veterinary Medicine (CVM) at the University of Georgia (UGA) implemented a new curriculum for the Doctor of Veterinary Medicine (DVM) program, which is being coordinated by the CVM Office of Academic Affairs (OAA). The Associate Dean of Academic Affairs asked that a course review process be created as a way to ensure that course content, activities, and assessment methods are aligned with learning objectives and that established standards for quality are met. The course reviews will be used in conjunction with course and faculty evaluations and other assessments to systematically evaluate and improve the quality and effectiveness of the DVM curriculum. This poster presentation will focus on the strategies taken to engage CVM faculty and members of OAA in the creation of this new course review process, and will include the newly created review forms being used in the pilot review process this semester.
Student Success Through Assessment
(2025-03-10) Spencer, Lisa
In AY2024-2025, the Public Administration Division at UH West Oahu went through a revision process, looking at division (DLOs) and concentration (CLOs) alignments to the Institutional Learning Outcomes (ILOs) and curriculum maps. This process supported the belief that a commitment to assessment from leadership down through the ranks was the way to ensure student success. This process also ensured student success throughout their educational journey from introducing concepts in earlier courses to mastering them in their capstone course. To facilitate this process, PUBA had representation on the UH West Oahu’s Assessment Committee as the Assessment Liaison, designated space on the monthly division meeting’s agenda, and assisted faculty with their assessment and mapping assignments. PUBA was able to successfully revise the DLOs and CLOs to better align with the ILOs and further revise student learning outcomes (SLOs) within each course. This presentation will take participants through this process and the outcomes.
Lōkahi in Action: Faculty-Driven Change in Special Education Teacher Preparation
(2025-03-10) Kelly, Jarae
This presentation reports on the collaborative efforts of Special Education faculty to review and revise program learning outcomes and engage in program-level assessment. Through a shared vision and coordinated process, faculty worked together to better align coursework across two licensure tracks and refine program learning outcomes to reflect Hawaiian and diversity values while meeting professional accreditation requirements. The process involved faculty dialogue, iterative feedback cycles, and curriculum-mapping efforts. This presentation highlights the steps taken, challenges encountered, and strategies implemented to facilitate meaningful program and curriculum revisions. By centering on the faculty collaboration that shaped these changes, this presentation offers insights and practical strategies for faculty and administrators seeking to engage in meaningful program revision and curriculum alignment in teacher education.
Implementing Requirement for Curriculum Maps as Part of Academic Program Assessment
(2025-03-10) Williamson, Cindy; Matthews, April; Peters, Grace
Working to establish a culture of assessment and improve outcomes assessment processes, the Office of Accreditation and Assessment (OAA) has strategically increased communication and resources related to assessment. Initially, the outcomes assessment process focused more on accountability to the exclusion of improvement in process, services, and programs. The focus is now toward quality of outcomes and assessment, with requirements that have continually improved to help support the process and use of assessment results to make data-informed decisions. Those responsible for assessment, as well as administrators, were notified of the upcoming curriculum map requirement. To help support faculty, OAA created a website with resources related to curriculum maps and plans to hold workshops in Spring and Summer 2025 to assist with curriculum map development. Curriculum maps act as a critical tool for program assessment by providing a comprehensive overview of how a program is designed to achieve its learning objectives.
Evaluating Supports for MEd Early Childhood Education (ECED) Student Capstone Work: Moving Forward Together
(2025-03-10) Umezawa, Kiyomi; Chun, Robyn
In this poster, we present the results of our assessment project aimed at improving the capstone experience and supports for MEd ECED students, advisors and readers. We collected data using surveys and focus group interviews with students, advisors, and second readers to better understand their experiences. The data collection was designed to evaluate how the current system functions and to identify areas for improvement. Our analysis revealed that overall advisors and students had positive capstone experiences. However, some advisors and readers expressed the need for additional guidance about expectations for the capstone and their responsibilities in collaborating to support students. Additionally, participants mentioned factors that impact capstone progress such as personal life circumstances, need for scaffolding of scholarly writing and examples. Ultimately, we aim to develop a strategic plan, including revising materials shared to highlight areas to discuss to ensure clarity about roles and responsibilities between advisors, readers and students.
Enhancing the Student Assessment Process: A Strategic Priority
(2025-03-10) Penaloza, Fiorella; Miranda, Jessica
The Business Division at the University of Hawai‘i–West O‘ahu has developed a unified assessment framework that integrates institutional and programmatic accreditation requirements. This initiative strengthens assessment processes by supporting faculty leadership, aligning reporting standards with accreditation guidelines, clarifying program-level expectations, and centralizing documentation. This structured approach enhances assessment practices, fostering continuous curriculum improvement.
BOB: Build, Organize, Broaden
(2025-03-10) Dorado Wilson, Melanie; Kaun, Nalani; Tupou, Michelle
Formal assessment on our campus has faced challenges, including low engagement, lost records, and an unsatisfactory software repository. Our initial plan for large-scale training received no applicants, prompting a shift in strategy. We now focus on a department-driven approach with a foundational in-person workshop and personalized Zoom training. By streamlining efforts and reallocating resources, we are better positioned to support faculty in meaningful, sustainable assessment practices.
(Re)creating Faculty Authority in Institutional Assessment
(2025-03-10) Blankenship, Chris
This poster outlines the process of increasing faculty governance over institutional assessment policies and practices through the reformation of a limited Faculty Senate sub-committee into a centralized college-wide advisory group. It will cover the rhetorical moves supporting the change, the refined governance model, recruitment methods, professional development strategies, and priority projects in the first year of the new group’s work.
E Hoʻoulu Kākou: Teacher Education and Professional Dispositions
(2025-03-10)
The College of Education (COE) at the University of Hawaiʻi at Mānoa’s teaching licensure programs aim to prepare all teacher candidates with professional dispositions rooted in Hawaiian language, culture, history, and place-based learning. The Assessment Leadership Group developed a culturally relevant assessment tool to evaluate teacher candidates’ professional dispositions that include self-assessment ratings and self-analysis narratives related to loina Hawaiʻi (Indigenous Hawaiian values) of kuleana (responsibility), noʻonoʻo haʻawina (reflection), alu like (collaboration), pilina (relationships) and aloha ʻāina (love for the land). This poster session will present the development process, the components of the tool, the results, and the plan to use the assessment tool as a pedagogical device to advance culturally relevant education in the COE.
Developing Culturally-responsive and Equity-minded Assessment Practices in ICS
(2025-03-10) Ka'aiakamanu-Quibilan, Kenny; Peruma, Anthony
This assessment project was a proof-of-concept to gain by-in from faculty and establish CEA practices in the Department of Information & Computer Sciences (ICS) courses. The presenter will share their experience in incorporating a CEA assignment to their department's senior capstone course (ICS 496) as a means of positively influencing the department's student learning outcomes (SO#2 & SO#3). Additionally, the project also included the meaningful disaggregation of ICS 496 student data to further how assessment practices may influence student development.
Assessment Approaches to Diversification in General Education at UH Manoa
(2024-04-05) Paradise, Rosalie; Beaule, Christine
The General Education Committee, Foundations Board, and General Education Office conducted an institution-wide assessment of students' quantitative reasoning (QR) skills in FQ-designated courses. This represents the first such assessment since the ASCS' 2015-2017 project, which established a baseline performance level of QR skills, and since the FQ requirement replaced Foundations Symbolic Reasoning (FS) in fall 2018. So how did we do? Is the FQ requirement effective? Our poster presents the preliminary results of this latest assessment project in General Education.
Assessing UH-West O’ahu Provisional Accreditation of the BS-Natural Sciences Program through Faculty Engagement and Rubric Analysis: Findings and Challenges
(2024-04-05) George, Olivia
This assessment project describes how the Mathematics, Natural and Health Sciences Division faculty at the University of Hawai’i - West O’ahu (UHWO) made efforts to assess and implement faculty engagement of the Bachelor of Science - Natural Sciences (BS-NS) program as the division pursues established accreditation from its provisional status. The degree Learning Outcomes were identified for assessment and faculty from three concentrations: Applied Mathematics, Life Sciences, and Health Sciences, evaluated rubrics used for artifact rating. Efforts to elevate the valuation and the impact of engagement through faculty self-efficacy will also be described.
Assessing Students’ Professional Readiness in MS-TIM Program
(2024-04-05) Shulga, Lenna; Berbekova, Adiyukh; Seo, Kwanglim
Driven by the impact of COVID-19 pandemic on the global travel industry and the emergence of new job requirements, the purpose of this project is to assess the master students’ professional readiness from the standpoint of various stakeholders (faculty, alumni, industry professionals) about competencies required for advanced careers in the industry. The project is centered on an in-depth analysis of a single student learning outcome (SLO), identifying the skills and knowledge to be gained by the master students upon graduation, outcome mapping through significant experiences, brainstorming and creating new assignment rubrics, adjusting the program’s curriculum map, and communicating the results to stakeholders. The project includes primary data collection through self-administered survey, quantitative and qualitative data analysis, conducting multiple faculty sessions to interpret, create and assess project outcomes. The project team aims to improve master students’ competencies, career placements upon graduation, and stakeholder relationships.
Elevating Weekly Formative Assessment: Building Relationships with Students Through the Art of Active Constructive Responding
(2024-04-05) Tanaka, Naomi Rombaoa
The Hawaii Positive Engagement Project (H-PEP): SPARK Aloha, funded by the USDOE Native Hawaiian Education Program, is dedicated to fostering the well-being of educators and parents, empowering them to be fully present for their keiki. Participants engage in a 10-week online well-being curriculum, submitting weekly data on their implementation of the featured activity. Our approach prioritizes relationship-building with participants, offering weekly feedback through the Active Constructive Responding (ACR) (Gable, Reis,, Impett &, Asher, 2004). This session unveils the intricacies of our process, illustrating how the adoption of ACR has significantly elevated our formative assessment practices. Join us to explore the transformative impact of positive engagement on educational dynamics.
Are we, at UH West Oahu, meeting our Critical Thinking benchmark?
(2024-04-05) Joseph, Michiko; Spencer, Lisa
At UH West Oahu, there are five Institutional Learning Outcomes (ILOs) including (1) Effective Communication; (2) Cultural Awareness; (3) Critical Thinking; (4) Disciplinary Knowledge; and (5) Community Engagement. This project will focus on ILO3: Critical Thinking. Our research question is: Can UHWO students demonstrate critical thinking skills by applying information to make well-reasoned arguments or solve a problem upon graduation? The method we are using is to: Evaluate students critical thinking skills, using the Critical Thinking Rubric (developed by Michiko Joseph and Lisa Spencer), through their capstone research projects at UH West Oahu. We will collect artifacts from faculty across various divisions that list critical thinking as a learning outcome for their capstone courses. Our benchmark is: 85% of students submitting capstone research projects will score a 2.5 or higher.
Transforming Nursing Education - AACN Essentials 2021
(2024-04-05) Wong, Lorrie
"In 2021, the American Association of Colleges of Nursing (AACN) published the Essentials: Core Competencies for Professional Nursing Education, serving as a foundational framework for the preparation of nurses across Baccalaureate, Master's, and Doctoral Education for Advanced Nursing Practice. This document outlines guidance for nursing curricula at each educational level. Developed collaboratively with healthcare practice partners, its primary goal is to ensure that nursing education aligns with future workforce demands while advancing the discipline for the 21st century. Emphasizing competency-based education, the Essentials document advocates for outcome-driven pedagogy and assessment methodologies. The Nancy Atmospera Walch School of Nursing has dedicated efforts to conducting curriculum mapping, gap analysis, and revisions to ensure alignment with the AACN's essential core competencies. This poster presentation aims to elucidate the utilization of a backward design approach (Wiggins & Tighe, 2005) in the context of program curriculum mapping, gap analysis, and course and program assessment."
Strengthen Ea Hawaiʻi within Social Science: An Assessment of Student Experiences
(2024-04-05) Aquino, Kamakanaokealoha; Sabellano-Tsutsui, Tiare
A 2023-2029 imperative goal of the University of Hawai‘i is to fulfill kuleana to Native Hawaiians and Hawaiʻi by supporting the success of Native Hawaiians in learning, teaching, service, and research, while creating opportunities for all of UH by learning about Hawaiian language, culture, knowledge, and the impacts of colonization. Hui ʻĀina Pilipili in the College of Social Sciences is dedicated to strengthening ea Hawaiʻi in the social sciences. curriculum. In 2023, a student survey was developed to assess student experiences in Indigenous-focused courses and explore student’s interests in Indigenous social sciences curriculum. This poster will share results of a revised survey of student experiences that will help to inform the College’s five-year Native Hawaiian Strategic Plan and contribute to the institution’s goal of a Hawaiian place of learning.

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