Program: Ethnic Studies (BA)
Degree: Bachelor's
Date: Wed Oct 08, 2014 - 1:31:54 pm
1) Institutional Learning Objectives (ILOs) and Program Student Learning Outcomes (SLOs)
1. To demonstrate-through papers, exams, class discussions, service learning, et al.- a grasp of the core concepts in the ethnic studies field. This includes ethnic and racial group dynamics, histories and identities, as well as challenges facing indigenous peoples and minorities, inter-group conflicts, racism and discrimination.
(1b. Specialized study in an academic field)
2. To demonstrate-through class discussions, papers, exams service learning, et al.-the ability to make explicit connections between ethnicity/race and other aspects of social life (i.e.. economy, politics, cultural values and gender relations).
(1a. General education, 1b. Specialized study in an academic field, 2b. Conduct research)
3. To demonstrate an understanding-through class discussions, papers, exams, service learning, et. al.- of the unique history of Hawai’i’s multi-ethnic working people and the importance of social justice everywhere.
(1a. General education, 1b. Specialized study in an academic field, 1c. Understand Hawaiian culture and history, 3b. Respect for people and cultures, in particular Hawaiian culture)
4. To demonstrate through the use of reading, writing and thinking skills the ability to critically analyze both historic and contemporary patterns and issues in multi-ethnic societies.
(1a. General education, 1b. Specialized study in an academic field, 2a. Think critically and creatively, 2b. Conduct research, 2c. Communicate and report)
5. To demonstrate the ability to connect classroom ideas and knowledge to current events and processes in both Hawai’i’s communities and the world beyond.
(1a. General education, 1b. Specialized study in an academic field, 1c. Understand Hawaiian culture and history, 2a. Think critically and creatively, 2b. Conduct research)
6. To demonstrate an understanding of civic engagement and the skills involved in change-oriented democratic citizenship.
(1a. General education, 3a. Continuous learning and personal growth, 3b. Respect for people and cultures, in particular Hawaiian culture, 3d. Civic participation)
2) Your program's SLOs are published as follows. Please update as needed.
Department Website URL: http://www.ethnicstudies.hawaii.edu/pages/academic_program.html
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://socialsciences.people.hawaii.edu/esyllabi/?subject=es 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.
SLO #4 To determine how senior majors are achieving SLO#4
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.
We analyzed and evaluated senior major papers from six upper level classes.
8) State how many persons submitted evidence that was evaluated. If applicable, please include the sampling technique used.
Ten papers
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.
Forty percent met or exceeded expectations.
Thirty percent approached expectations.
Thirty percent were below expectations.
12) State how the program used the results or plans to use the results. Please be specific.
We the faculty had a very serious discussion about our student learning processes and how to improve writing and critical thinking aspects of education. For example, providing the rubric and writing examples at the beginning of the course to inform students of our expectations and prompt feedback ont heir writing, Suggesting students attend the English Writing Program in Kuykendall.
Several instructors are definitely interested in utilizing one or more of these strategies in their own classrooms.
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 generated real faculty interest and engagement in improving student learning.