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.