Research and Data Reports
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Item2018-2020 Analysis of University of Hawai‘i at Mānoa Academic Degree Programs’ Use of Assessment Results( 2022-07-19)This report provides the use-of-assessment-results status for all academic degree programs at the University of Hawai‘i at Mānoa (UHM), using the 2018-2020 program assessment reports submitted to the Assessment & Curriculum Support Center (ACSC). We conducted a qualitative content analysis of the 2018-2020 program assessment reports for programs that met the following conditions: 1) engaged in assessment activities during the reporting period, 2) had assessment results, and 3) used assessment results. We classified ways that programs used results into seven categories: assessment-related, course curriculum-related, program curriculum-related, resource-related, student support-related, results indicated no action needed, and celebration of results. We used a set of criteria to distinguish different levels of results-use, i.e., excellent, good, minimum, and trying. We also identified level of faculty collaboration in using assessment results. The analysis showed that the most common types of use of assessment results were program curriculum-related (64%), assessment-related (46%), and student support-related (32%). 16% of the 198 programs had a “good” level of use of results, and 22% had very high levels of faculty collaboration in the use of results. The analysis process identified excellent assessment practices undertaken by these programs. It provided recommendations for the ACSC to further meaningful use of results among academic programs through communicating our findings, showcasing excellent examples, and providing customized support for programs at different stages. The analysis can also be improved for future studies by fine-tuning the coding scheme.
ItemReport of NSSE 2020 Results on Institutional-Level Competencies at the University of Hawaiʻi at Mānoa( 2021-09-26)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).
ItemLearning Achievement in Advanced Degree Programs: A Summary Analysis of the 2020 Graduate Program Assessment Reports( 2021-09-20)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.
ItemThe University of Hawai‘i at Mānoa NSSE 2015 Civic-Engagement Survey Items Analysis Report( 2020-04-30)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.
Item2019 Global Environmental Science Alumni and Graduating Students Focus Group Report( 2020-02-19)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.