Assessment for Curricular Improvement Poster Sessions

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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.
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    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.
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    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.
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    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.
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    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.
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    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.
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    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.
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    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.
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    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.
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    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.