Program: Asian Studies (MA)
Degree: Master's
Date: Mon Oct 06, 2014 - 3:59:00 pm
1) Below are your program's student learning outcomes (SLOs). Please update as needed.
A. We expect the student to:
1. Possess an advanced understanding of at least one (1) Asian language. This means college-level fluency in reading, writing, speaking at the 5th year level of Japanese, 4th year level Chinese and Korean, and 3rd year level Southeast and South Asian languages.
2. Demonstrate an understanding of issues and problems in the arts, humanities, and social sciences as related to Asia.
3. Demonstrate the ability to understand research and conduct research using at least one of the methodologies of various disciplines i.e. humanities, arts and social sciences.
4. Demonstrate ability in integrating all of the above factors in a final major research project (either Plan A or B).
2) Your program's SLOs are published as follows. Please update as needed.
Department Website URL: http://manoa.hawaii.edu/asianstudies/?page_id=62#learning%20objectives
Student Handbook. URL, if available online: Information Sheet, Flyer, or Brochure URL, if available online: UHM Catalog. Page Number: Course Syllabi. URL, if available online: Professors post their course syllabus on their Laulima Site Other: Other: 3) Select one option:
- File (03/16/2020)
4) For your program, the percentage of courses that have course SLOs explicitly stated on the syllabus, a website, or other publicly available document is as follows. Please update as needed.
0% 1-50% 51-80% 81-99%
100%5) Did your program engage in any program assessment activities between June 1, 2013 and September 30, 2014? (e.g., establishing/revising outcomes, aligning the curriculum to outcomes, collecting evidence, interpreting evidence, using results, revising the assessment plan, creating surveys or tests, etc.)
Yes No (skip to question 14)6) For the period between June 1, 2013 and September 30, 2014: State the assessment question(s) and/or assessment goals. Include the SLOs that were targeted, if applicable.
For the assessment period beginning June 1, 2013 and September 30, 2014, Asian Studies looked at these two SLOs in our Masters Program:
Demonstrate the ability to understand research and conduct rsearch using at least one of the methodologies of various disciplines i.e. humanities, arts and social sciences.
Demonstrate the ability in integrating all of the above factors in a final major research project (either Plan A/thesis or Plan B/two major papers).
The question asked was if we are giving our MA students the tools to succeed as critical thinkers and present their research in a clear, concise well written paper or thesis.
The second question asked was if our students understood area studies and the various methods in which this field of study can be approached particularly outside their specific Asian area.
7) State the type(s) of evidence gathered to answer the assessment question and/or meet the assessment goals that were given in Question #6.
1. Instructor assessment of student progress in class and Plan A/B committee reviews of oral examinations and evaluations of final papers or thesis.
2. Student evaluation of seminar classes.
3. Exit interviews with graduating students.
8) State how many persons submitted evidence that was evaluated. If applicable, please include the sampling technique used.
1. The sample size for student evaluations was 117 students enrolled in ASAN MA level classes during the assessment period. Student comments and rankings were matched and reviewed alongside the professors assessment of class performance.
2. Twelve Asian studies faculty and 7 Area Center Directors who taught graduate seminars and/or chaired graduate oral defense committees during the assessment period June 1, 2013 and September 30, 2014 evaluated student performance and grading criteria in terms of meeting stated SLOs. A similar template used for undergraduate assessment was used to evaluate the percentage of students meeting stated SLOs as reflected by their class grades.
3. Professors and Center directors were asked to evaluate perceived strengths and weaknesses they oberved in their seminars and student performance in oral defense examinations and how Asian Studies curriculum could be improved to address shortfalls in student achievement.
9) Who interpreted or analyzed the evidence that was collected? (Check all that apply.)
Course instructor(s) Faculty committee Ad hoc faculty group Department chairperson Persons or organization outside the university Faculty advisor Advisors (in student support services) Students (graduate or undergraduate) Dean/Director Other: 10) How did they evaluate, analyze, or interpret the evidence? (Check all that apply.)
Used a rubric or scoring guide Scored exams/tests/quizzes Used professional judgment (no rubric or scoring guide used) Compiled survey results Used qualitative methods on interview, focus group, open-ended response data External organization/person analyzed data (e.g., external organization administered and scored the nursing licensing exam) Other: 11) For the assessment question(s) and/or assessment goal(s) stated in Question #6:
Summarize the actual results.
Demonstrate the ability to understand research and conduct research using at least one of the methodologies of various disciplines i.e. humanities, arts and social sciences.
Demonstrate the ability in integrating all of the above factors in a final major research project (either Plan A/thesis or Plan B/two major papers).
The question asked was if we are giving our MA students the tools to succeed as critical thinkers and present their research in a clear, concise well written paper or thesis.
The second question asked was if our students understood area studies and the various methods in which this field of study can be approached.
Asian Studies graduate students are required to take ASAN600 in their area of concentration, for example those focusing on Japan would enroll in ASAN600J. In reviewing student responses in class evaluations and instructor evaluation of student performance in seminars, it was concluded that ASAN 600 Scopes and Methods class needed to more clearly define area studies and its multidisciplinary approach. In addition, the graduate students in Asian Studies needed to come together as a cohort and understand the concept of crossing disciplines and borders. As a result, starting AY 2014/2015 ASAN 600 seminars will include several combined seminar sessions. These are intended:
a. to present the concept of area studies
b. to assist students to link their research in a specific region of Asia with that of students working in other regions.
The program is now discussing instituting a similar program for the ASAN750 classes.
12) State how the program used the results or plans to use the results. Please be specific.
The program has instituted a combined ASAN600 seminar session for AY 2014/2015 as stated in section 11. Initial sessions will focus on presenting the concept of area studies using a multidisciplinary approach and emphasizing the need to be open to the concept of crossing borders.
Asian Studies professors and area center directors come from diverse disciplines and area focus, however, the results of the 2013/2014 assessment, has initiated a discussion to utilize guest lecturers to cover disciplines not currently represented by Asian Studies faculty to give students a broader perspective.
13) Beyond the results, were there additional conclusions or discoveries?
This can include insights about assessment procedures, teaching and learning, program aspects and so on.
The assessment process highlighted the departments need to review current SLOs, curriculum progression and the creation of a rubric to assess student progress in meeting stated SLOs.
In addition, assessment results initiated discussions among faculty and area directors on the need to include the concept of crossing borders among our graduate students.
Student evaluations and exit interviews with students completing their programs revealed a desire by students to have more of a connection with fellow graduate students in the program. The creation of a combined ASAN600 seminar will hopefully create a stronger cohort as well as expose graduate students to professors not in their specific area focus.