Research and Data Reports

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    Report of NSSE 2020 Results on Institutional-Level Competencies at the University of Hawaiʻi at Mānoa
    ( 2021-09-26) Hill, Yao Zhang
    This report analyzes the results of the National Survey of Student Engagement (NSSE), administered in spring 2020 at the University of Hawaiʻi at Mānoa (UHM), with a high response rate of 52%. A total of 870 undergraduate freshmen and 1694 undergraduate seniors responded to the survey. The NSSE data is a valuable source of indirect evidence of student learning. This study examines the difference between freshman and senior respondents’ 2020 NSSE results and the difference between the 2015 and 2020 NSSE senior respondents’ results related to four out of five WASC core competencies and UHM undergraduate Institutional Learning Objectives (ILOs).
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    Learning Achievement in Advanced Degree Programs: A Summary Analysis of the 2020 Graduate Program Assessment Reports
    ( 2021-09-20) Stephens-Chu, Maura ; Hill, Yao Zhang
    The University of Hawai‘i at Mānoa (UHM) is a public research-intensive comprehensive university, accredited by the Western Association of Schools and Colleges Senior College and University Commission (WSCUC). UHM faculty conduct program and institutional level learning assessment mainly for the purpose of improvement of teaching and learning. The learning assessment activities and reporting also help the institution maintain its accreditation status. The institutional accreditation standards require that systematic investigations of student learning achievement take place for all graduate degrees and that findings are applied to the design and improvement of curricula, pedagogy, and assessment methodology. The main mechanism used to document program level learning assessment activities is through the program assessment reports that the Assessment & Curriculum Support Center (ACSC) periodically collects from all academic degree programs. In 2020, the ACSC collected 140 reports on program learning assessment from 141 advanced degree programs at UHM, a 99% submission rate. This report summarizes the advanced degree program learning assessment status at UHM based on the analysis of these program assessment reports. In addition, this report describes how the Center has used the program assessment reports to analyze student learning achievement on Institutional Learning Objectives (ILOs) for the advanced degree programs.
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    The University of Hawai‘i at Mānoa NSSE 2015 Civic-Engagement Survey Items Analysis Report
    ( 2020-04-30) Hill, Yao Zhang
    The National Survey of Student Engagement (NSSE), administered to the University of Hawai‘i at Mānoa’s (UHM) freshmen and seniors in 2015, provides valuable insights into students’ self-reported learning experiences. The campus identified six survey items related to civic engagement. Overall, the survey revealed substantial civic engagement opportunities that students experience at the UHM. A majority of freshmen and seniors1 reported that they participated in at least one potential civic engagement activity. Specifically: (1) 81% of the seniors (1012 out of 1255) reported participating in at least one civic activity, including field experience (e.g., internship), community service, volunteer work, or co-curricular activity, such as joining a student club. (2) About two-thirds of the seniors reported opportunities to apply their learning to societal problems (65%) and to take courses that included a community-based project (64%). (3) Slightly more than half of the seniors participated in a field experience (52%) and community service (55%). (4) Proportionally, more seniors reported participating in field experience and in community service than their freshmen counterparts did.
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    2019 Global Environmental Science Alumni and Graduating Students Focus Group Report
    ( 2020-02-19) Hill, Yao Z.
    In 2019, six Global Environmental Sciences graduating students and alumni participated in a focus group interview. The focus group intended to investigate students’ perception of the curriculum support structure and the impact of the curriculum on their learning outcomes achievement and skill development. Participants considered the curriculum support structure to be imperative to their undergraduate research and thesis completion. Most participants were highly satisfied with the program and reported high levels of learning achievement, especially in research skill development. Participants also acknowledged the undergraduate chair for his personal and individualized support. They provided helpful suggestions for program improvement.