Assessment for Curricular Improvement Poster Sessions
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ItemAssessment Approaches to Diversification in General Education at UH Manoa( 2024-04-05)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.
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ItemAssessing UH-West O’ahu Provisional Accreditation of the BS-Natural Sciences Program through Faculty Engagement and Rubric Analysis: Findings and Challenges( 2024-04-05)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.
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ItemAssessing Students’ Professional Readiness in MS-TIM Program( 2024-04-05)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.
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ItemElevating Weekly Formative Assessment: Building Relationships with Students Through the Art of Active Constructive Responding( 2024-04-05)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.
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ItemAre we, at UH West Oahu, meeting our Critical Thinking benchmark?( 2024-04-05)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.
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ItemTransforming Nursing Education - AACN Essentials 2021( 2024-04-05)"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."
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ItemStrengthen Ea Hawaiʻi within Social Science: An Assessment of Student Experiences( 2024-04-05)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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ItemE Ulu Aʻe( 2024-04-05)"To become a Native Hawaiian Place of Learning (UHM Strategic Plan, 2022) is to move toward Decolonial Indigenization (Gaudry and Lorenz, 2018). At the heart of any Native Hawaiian place of learning is aloha ‘āina (Native Hawaiian Place of Learning). Aloha ʻĀina involves paying deeper attention to what constitutes knowledge, moving away from Eurocentric curriculum, practicing land-based learning, speaking Indigenous languages, engaging in community-based participatory research, supporting community capacity-building, and positioning Indigenous peoples as theorists, rather than as subjects of research (Anderson, 2019). This project seeks to understand UHM College of Education, School for Teacher Education faculty and student understanding of ʻōlelo Hawaiʻi and ʻike Hawaiʻi in a series of post activities surveys that contribute to a Native Hawaiian Place of Learning. "
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ItemAssessing Cooperative Work in Life sciences Research( 2024-04-05)Since 2020 the University of Hawaii, Manoa School of Life Sciences has developed curriculum and assessment for all its undergraduate degree programs based on a single shared set of student learning outcomes (SLOs) adopted to better guide scientists and science-literate citizens in a rapidly changing world. All modern science is conducted in the context of collaboration, so it is critical that we both provide instruction in effective collaboration and that we have tools for assessing our success in those efforts. We therefore aimed to increase students’ ability to apply scientific logic, improve cooperative research skills, and establish new assessment for an SLO related to working in groups. A course updated in Summer 2023 served as a testbed through which we developed a rubric to assess teamwork in real-world scenarios. Here I present student input to that rubric, implementation challenges, and considerations for broad application of a novel assessment tool.
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ItemAdvancing Anatomy Education Through Data-Driven Curriculum Development( 2024-04-05)"Data-driven curriculum development entails gathering and evaluating both qualitative and quantitative data to recognize student requirements, capabilities, and deficiencies, thereby crafting instructional strategies tailored to address those needs. Our aim was to develop and integrate instructional modules featuring artistic, segmented, and dissected 3D models, followed by an assessment of student attitudes and academic performance. In 2021 and 2022, the material was delivered via a website, with a multiple-choice exam administered at the conclusion of the course. In 2023, the instructional materials are structured to be distributed weekly as modules, complemented by weekly mini quizzes. We would like to present the exam data and survey results collected over the past three years."