Unit: Pacific & Asian Studies, School of
Program: Student Services/Advising
Date: Wed Oct 09, 2013 - 10:15:13 am

1) Below are your program's student outcomes (SOs). Please add or update as needed.

The Asian Studies undergraduate program provides the student with a broad interdisciplinary approach to Asian national and cultures. Upon receiving an area studies degree, the student should have the following skills:

  1. Students possess basic skills in at least 1 Asian language. Demonstrate college-level fluency in reading, writing, speaking at basic and intermediate levels.
  2. Students can demonstrate a basic understanding of the interrelationship of economy, politics, literature, religion, the arts, history of Asian countries.
    1. Demonstrate an understanding of major themes in Asian history and cultural development.
    2. Be able to explain how Asian Studies is constituted in the West.
    3. Be able to explain the ways in which global forces have interacted with the Asian regional context in shaping the character and course of societies in Asia today.
  3. Students can demonstrate an advanced understanding of two Asian countries or regions (example: Japan(country) Southeast Asia(region)
    1. Be able to explain Asian world views
    2. Be able to explain intra-Asian as well as West vs Asia differences
    3. Be able to analyze and interpret specific issues in research projects
  4. Students can find and evaluate sources of information about Asia
    1. Be able to use the library to find appropriate sources of information for a research project
    2. Be able to evaluate the probable quality sources found on the web
  5. Students conduct and communicate research findings
    1. Be able to outline, organize and present a research project
    2. Be able to design and deliver a presentation that communicates key findings of their research
  6. Students gain a greater appreciation of the variety of human experience.
    1. Make students open to different and creative ways of seeing the world.
    2. Foster a spirit of inquiry so that received mainstream knowledge is never accepted uncritically.

2) Your program's SOs are published as follows. Please update as needed.

Program's Website. URL: website currently being reconstructed to make SLO's easier to find.
Student Handbook. URL, if available online:
Information Sheet, Flyer, or Brochure. URL, if available online: information also on website: http://manoa.hawaii.edu/asianstudies/undergrad.html
UHM Catalog. Page Number: Page 312-313
Other: postcard passed out at fairs
Other:

3) Provide the program's activity map or other graphic that illustrates how program activities/services align with program student outcomes. Please upload it as a PDF.

No map submitted.

4) Did your program engage in any program assessment activities between June 1, 2012 and September 30, 2013? (e.g., establishing/revising outcomes, aligning activities to outcomes, collecting evidence, interpreting evidence, using results, revising the assessment plan, creating surveys, etc.)

Yes
No (skip to question 14)

5) For the period June 1, 2012 to September 30, 2013: State the assessment question(s) and/or assessment goals. Include the student outcomes that were targeted, if applicable.

Program used student assessment to professors and classes to determine relevance and information delivery.  Student exit interviews as well as semester advising sessions are used to determine whether program is offering courses relevant to student study goals as well as program mix.  

Student interviews enable us to review campus wide course offerings and to determine where Asian Studies can fill subject/geographic area needs for our students to complete their stated BA goals.

6) State the type(s) of evidence gathered to answer the assessment question and/or meet the assessment goals that were given in Question #5.

Course and professor reviews by students.

Exit interviews with graduating students.

Advising sessions with students.  Each student builds their own study program which includes study abroad options.  Students must therefore work closely with the advisor to plan out their 4 year program.  Many students choosing to participate in International exchange and study abroad meet with the advisor every semester.

7) State how many persons submitted evidence that was evaluated. If applicable, please include the sampling technique used.

Exit interviews conducted with students submitting application for degree forms each semester.  13 students for Fall 2012 and 10 students for Spring 13.  3 additional students submitted paperwork for summer 2013 graduation.  26 undergraduates altogether.

Exit interviews are also conducted with graduate students by their academic advisors as well as by the graduate chair.  About 8 students completed their programs over the Fall 2012 and Spring 2013 semesters.  Interviews were also conducted with students taking a leave of absence about 4 for the same period.

Student views are also solicited during in person advising sessions each semester particularly among students in their sophomore and junior years.  

Student class evaluations as well as exit interviews are reviewed by faculty dealing with curriculum issues as well as the departmental futures committee.

8) Who interpreted or analyzed the evidence that was collected? Check all that apply.

Program faculty/staff member(s)
Faculty/staff committee
Ad hoc faculty/staff group
Director or department chairperson
Persons or organization outside the university
Students (graduate or undergraduate)
Dean or Associate Dean
Advisory Board
Other:

9) How did he/she/they evaluate, analyze, or interpret the evidence? Check all that apply.

Compiled survey results
Used quantitative methods on student data (e.g., grades, participation rates) or other numeric data
Used qualitative methods on interview, focus group, or other open-ended response data
Scored exams/tests/quizzes
Used a rubric or scoring guide
Used professional judgment (no rubric or scoring guide used)
External organization/person analyzed data (e.g., Social Science Research Institute)
Other:

10) For the assessment questions/goals stated in Question #5, summarize the actual results.

1. Students have concerns regarding the raising tuition particularly at the graduate level.  Undergraduates had concerns that summer school tuitions were high and little or no financial aid available making it difficult to complete degree programs.

2.  Concerns regarding course offerings and this semester many students voiced concerns regarding course cancellations due to low enrollment.  Since our students build their own programs, these cancellations can often mean an inability to complete their degree program on a timely basis.

3. Student concerns regarding course offerings were addressed by Asian Studies thru the hiring of faculty with specific area expertise.  Topics based courses enabled the program to fill voids for students looking for specific discipline based area studies. Asian studies also works closely with our area centers to monitor course offerings by other departments and work collaboratively to offer new courses based on student feedback thru course evaluations.

4.  Student concerns regarding the ability to meet other students in their major was addressed at the graduate level thru Pau Hana Friday events organized by our graduate assistants with departmental support.  At the undergraduate level, there is a culture club whose focus each semester is driven by member interests.  Students are encouraged to participate in events such as Manoa Experience on behalf of the department working with faculty members.

5. The department also maintains a listserv for graduate students as well as undergraduates.  Information regarding scholarships, job opportunities, internships, lectures and campus events are sent out to students.

11) What was learned from the results?

See # 10.

Additionally, though students often prefer to email or text questions regarding their program rather then scheduling an appointment, many students upon reflection prefer a face to face advising session.  Several students mention a feeling of isolation when first arriving on campus .  Exit interviews revealed that students in the long run appreciated the ability to speak to their professors and advisors face to face.

There was concern regarding our 60 upper division credit requirement when the University instituted a 45 upper division credit standard.  In reviewing the credit requirement among  graduating seniors, many expressed that they were initially apprehensive about the requirement but came to appreciate the standard which provided room for them to explore new topics.   Students who moved on to graduate programs expressed that the requirement enabled them to transition more easily into graduate programs. Those who did not move on to advance degree programs mentioned that the requirement enabled them to explore other disciplines and added to their job prospects.

12) State how the program used the results or plans to use the results. Please be specific.

The program has always reviewed course evaluations and used student exit interviews as a way to review our course offerings as well as the direction of the program.  

Student reviews and requests has resulted in moving a popular summer course into the regular Fall/Spring course offering and moved it from a Topics(more transient course offering)course into a permanent course offering.  In addition, student reviews and requests has resulted in an online section of one of our required courses ASAN 310 offered by a faculty member who is experience in in online courses.  This section will be closely monitored to see that it meets student and faculty expectations.

The program as always continues to work collaboratively with other departments to offer our students the widest range of course options for their particular area interests.  

In order to optimize student success, students in required ASAN courses are monitored by faculty.  Students (majors) in danger of failing these courses are forwarded to the advisor for counseling. 

13) Reflect on the assessment process. Is there anything related to assessment procedures your program would do differently next time? What went well?

Going forward, I would like to do an entrance interview with incoming freshmen and transfer students that is more formalized.  This would address their program expectations, why they selected the program as a major .  Mandatory advising as well as the push to graduating in four years has encouraged students to come in for advising providing an opportunity to start with a baseline with each cohort of entering students.  Our high upper division credit requirement also encourages our students to check in with the advisor to make sure they remain on track to graduate on time.  This would allow us to check each year how we are doing and how we can meet student expectations while maintaining program integrity.

14) If the program did not engage in assessment activities, please explain.
Or, if the program did engage in assessment activities, please add any other important information here.

Faculty involvement in all levels of the assessment remains an important component.