Program: Korean (BA)
Degree: Bachelor's
Date: Thu Oct 09, 2014 - 9:10:07 pm
1) Institutional Learning Objectives (ILOs) and Program Student Learning Outcomes (SLOs)
1. [SLO1: ORAL] Engage in oral communication in Korean in various social contexts, in linguistically and culturally appropriate ways.
(1a. General education, 1b. Specialized study in an academic field, 3a. Continuous learning and personal growth, 3b. Respect for people and cultures, in particular Hawaiian culture)
2. [SLO2: READING] Read and comprehend texts written in Korean from a variety of genres and contexts (e.g., newspapers, essay collections, novels).
(1a. General education)
3. [SLO3: WRITING] Apply critical thinking and rhetorical skills to produce coherent written works and presentations in both English and Korean.
(1a. General education, 2a. Think critically and creatively, 3a. Continuous learning and personal growth)
4. [SLO4: RESEARCH] Use a variety of Korean reference works and sources, including dictionaries and encyclopedias both in book form and on the Internet.
(1a. General education, 1b. Specialized study in an academic field, 2a. Think critically and creatively, 2b. Conduct research, 3a. Continuous learning and personal growth)
5. [SLO5: RESEARCH] Conduct independent research on topics in Korean literature and/or linguistics, and effectively communicate the results.
(1a. General education, 1b. Specialized study in an academic field, 2a. Think critically and creatively, 2b. Conduct research, 3a. Continuous learning and personal growth)
6. [SLO6: LINGUISTICS] Demonstrate an understanding of phonology, morphology, syntax, and semantics through analysis of words, phrases, and clauses from authentic Korean samples.
(1b. Specialized study in an academic field)
7. [SLO7: LITERATURE] Identify and describe major authors, works, features, forms, and styles of Korean literature, both pre-modern and modern.
(1a. General education, 1b. Specialized study in an academic field, 3a. Continuous learning and personal growth)
8. [SLO8: LITERATURE] Analyze and interpret works of Korean poetry, prose, and drama, read both in translation and in the original Korean, using terms appropriate to each genre.
(1a. General education, 1b. Specialized study in an academic field, 3a. Continuous learning and personal growth)
9. [SLO9: LITERATURE] Situate and evaluate Korean literature in its social, historical, intellectual, and religious contexts.
(1a. General education, 1b. Specialized study in an academic field, 3a. Continuous learning and personal growth)
10. [SLO FLAGSHIP1: SPEAKING] Engage in oral communication in Korean in various social contexts, in linguistically and culturally appropriate ways
11. [SLO FLAGSHIP2: SPEAKING] Express opinions and ideas by using professional-level vocabulary and formal expressions
12. [SLO FLAGSHIP3: READING] Read and comprehend professional-level Korean materials from a variety of genres and contexts (e.g., newspaper or internet articles, books, etc.)
13. [SLO FLAGSHIP4: LISTENING] Listen, comprehend and analyze Korean audio/video materials from a variety of genres and contexts (e.g., news, documentary, talk shows, etc.)
14. [SLO FLAGSHIP5: WRITING] Apply critical thinking and rhetorical skills to produce coherent written works and presentations in Korean only
(2a. Think critically and creatively, 2b. Conduct research)
15. [SLO FLAGSHIP6: RESEARCH] Use a variety of Korean reference works and sources, including dictionaries and encyclopedias both in book form and on the Internet
(1a. General education, 2a. Think critically and creatively, 2b. Conduct research)
16. [SLO FLAGSHIP7: RESEARCH] Conduct independent research on students major-related topics in Korean, and effectively communicate the results
(1a. General education, 2a. Think critically and creatively, 2b. Conduct research)
2) Your program's SLOs are published as follows. Please update as needed.
Department Website URL: www.hawaii.edu/eall
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: http://www.hawaii.edu/eall/kor/courses.html Other: Other: 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.
OPI Test- Targeted the following SLOs:
[ SPEAKING] Engage in oral communication in Korean in various social contexts, in linguistically and culturally appropriate ways
[SPEAKING] Express opinions and ideas by using professional-level vocabulary and formal expressions
[ LISTENING] Listen, comprehend and analyze Korean audio/video materials from a variety of genres and contexts (e.g., news, documentary, talk shows, etc.)
[RESEARCH] Conduct independent research on students’ major-related topics in Korean, and effectively communicate the results
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.
Evidence 1: Student self-ratings and opinions (Collected as part of the College of LLL Online Student Exit Survey)
Evidence 2: [Flagship] For the period June 1, 2013 to September 30, 2014, 9 Flagship graduates came out (five in Summer/Fall 2013 and five in Spring/Summer 2014). Korean Flagship’s goal prepares American students to function in Korean as professionals in their chosen academic or professional fields. All of them participated in official LLL-sponsored OPIs: 5 Superior, 1 Advanced High, 2 Advanced Mid and 1 Intermediate High.
Evidence 3: [Flagship] Flagship student performance is monitored and evaluated via various types of tests, which are administered on a regular basis throughout the program. The assessment tools that KLFC BA program uses were developed externally and internally to measure students’ Korean language proficiency in four language skills. In addition to the Oral Proficiency Interview (OPI), the Test of Proficiency in Korea (TOPIK) and the Korean Language Flagship Center Proficiency Test (KLFCPT) were assessed at least once a year. TOPIK includes vocabulary, grammar, listening, reading and writing tests. Eight out of nine Flagship students showed improvement in all language skills.
Evidence 5: [Flagship] The K Flagship undergraduate faculty has been developing a scoring rubric [adapted Jacobs, et al.'s (1981) rubric] to evaluate capstone papers for those who completed the overseas program.
8) State how many persons submitted evidence that was evaluated. If applicable, please include the sampling technique used.
(1) Participation in the College of LLL student exit survey (satisfaction with the program, learning outcomes in terms of publications and conference presentations, plans after graduation, suggestions for program improvement).In AY 2012-2014, a total of 8 out of 11 graduating BA students in Korean responded to the survey (response rate = 73%).
[Flagship] In AY 2013-2014, a total of 9 students were invited to respond; 9 students completed the survey (response rate = 100%).
(2) Oral proficiency tests conducted and rated by certified ACTFL OPI tester to 19 students taking KOR 402 (Spring 2011).
[Flagship] In AY 2013-2014, All of the nine Flagship students were invited to take the OPIs and all of them completed the OPI test (response rate = 100%).
(3) [Flagship] All 7 capstone students who completed the one-year overseas component submitted their capstone papers. The capstone paper is one of the graduation requirements in the KoreanFlaghip program.
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.
-[Korean BA] The majority of the students who completed exit survey indicated that they were (very) satisfied with the Korean program which included quality of the courses, faculty mentoring and advising, and academic standards and expectations.
According to the OPI results from Spring 2011- Spring 2014, four students received the Advanced level, and five students received the Intermediate level.
- [Flagship] UHM’s Korean Language Flagship Center launched a Bachelor of Arts degree in “Korean for Professionals” program in 2008. As of Spring 2014, twenty six Flagship students with a Bachelor of Arts degree in “Korean for Professionals” graduated and one of them coud not take the OPI because she did not come back to Hawaii after one year overseas completion. All received OPI results that were Advanced or above, except for one student (i.e., one Intermediate High): Eleven out of twenty five received the ‘Superior’ OPI result, thirteen received the Advanced (Low to High) and one student received the Intermediate High.
- [Flagship] Data from separate Exit Survey for Korean Flagship program was collected as LLL Online Student Exit Survey from Spring 2011 to Spring 2014. A total of 9 students were invited to respond; 9 students completed the survey (response rate = 100%).
-[Flagship] Seven capstone papers that students in Korea submitted were graded in Summer 2014 by four faculty members (two at UHM and two at Korea University). Every capstone students received scores of 70% or higher to complete the Korean Flagship B.A. program.
12) State how the program used the results or plans to use the results. Please be specific.
-[Korean BA] According to the exit survey, some of the students are not satisfied with the frequency of the course offerings and class availability. Faculty member plan to give enrollment priority to Korean major students for some of the core Korean BA requirement courses.
-[Flagship] We have introduced a final research paper that students must complete at the end of their capstone year. The KLFC has been developing a scoring rubric [adapted Jacobs, et al.'s (1981) rubric] in evaluating capstone papers. To pilot the rubric, four faculty members (two at UHM and two at Korea University) graded the final capstone papers by using the newly developed rubric in Spring 2014. Seven capstone papers that students in Korea submitted were graded in Summer 2014. Capstone students need to complete a 12-15 page academic capstone paper during the overseas component and reviewed by at least four KLFC faculty of UHM and Korea Univ. Students need scores of 70% or higher on their final paper to complete the Korean Flagship B.A. program. Exceeded Expectation or Full Credit (90-100%). Met Expectation or Satisfactory (70-89%). Approaching Expectation or Needs Improvement (50-69%); Students need to revise their paper. Below Expectation or Incomplete (below 50%); Students need to revise their paper with a longer period of time. Also, KOR 486 (Spring 2014) has been modified to train students to write a research paper, and in the end to write a capstone research paper when students complete the capstone program.
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.
Continuing our efforts to improve the existing Korean curriculum, this year, some of the Korean section faculty members submitted a proposal for a National Resource Center–East Asia grant in the amount of $16,000 for our project to develop an Oral Proficiency Interview (OPI) curriculum. In order to help improve the speaking proficiency of Korean language majors, we plan to incorporate the OPI into one of the pre-existing courses. The project not only involves developing an OPI curriculum, but also collecting OPI data and conducting research to examine students’ performance and suggest concrete pedagogical implications for interview training and OPI classroom instruction
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.
In order to help improve the speaking proficiency of Korean language majors, we plan to incorporate the OPI into one of the pre-existing courses.