Program: Classics (BA)
Date: Tue Oct 07, 2014 - 10:16:07 am
1) Institutional Learning Objectives (ILOs) and Program Student Learning Outcomes (SLOs)
1. Demonstrate a broad yet holistic understanding of the history and culture of Ancient Greece and Rome including its language, literature, art, philosophy, politics, and religion.
(1a. General education)
2. Recognize several major areas of scholarly inquiry within the discipline of classics as well as problems particular to foundational texts, institutions, and historical periods in the ancient world.
(1b. Specialized study in an academic field, 2a. Think critically and creatively, 2b. Conduct research)
3. Contribute to the areas of inquiry/problems that define the discipline of classics using a variety of ancient media as well as modern research tools and standards specific to classics and the humanities in written and oral presentations.
(1b. Specialized study in an academic field, 2a. Think critically and creatively, 2b. Conduct research, 2c. Communicate and report)
4. Recognize both the contribution of Greco-Roman civilization to world culture and the ways in which this civilization diverges from our own.
(3b. Respect for people and cultures, in particular Hawaiian culture, 3d. Civic participation)
5. Develop an affinity for the study of the humanities and Greco-Roman culture in particular, which they will continue to pursue and enjoy throughout their lives.
(2a. Think critically and creatively, 2b. Conduct research, 3a. Continuous learning and personal growth)
2) Your program's SLOs are published as follows. Please update as needed.
Student Handbook. URL, if available online:
Information Sheet, Flyer, or Brochure URL, if available online: N/A
UHM Catalog. Page Number:
Course Syllabi. URL, if available online: N/A
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.
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.)
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.
1) How have the changes made to the lower-level language program beginning in Spring 2014 (especially Latin) affected both the quality of language acquisition and enrollments in the 100- and 200-level language courses?
2) How have the changes to the Classics B.A. requirements implemented in Fall 2014 affected both numbers of majors and overall impressions of the major?
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.
-- Enrollment data for Spring 2014 and Fall 2014 100- and 200-level Latin and Greek courses as well as historical enrollment data for these periods.
-- Historical data on number of students declaring the Classics B.A.
-- Exit survey information for Classics majors graduating in from Spring 2011 to Spring 2014
8) State how many persons submitted evidence that was evaluated. If applicable, please include the sampling technique used.
-- 5 students responded to the exit survey for graduating Classics majors
9) Who interpreted or analyzed the evidence that was collected? (Check all that apply.)
Ad hoc faculty group
Persons or organization outside the university
Advisors (in student support services)
Students (graduate or undergraduate)
Other: Undergraduate Advisor
10) How did they evaluate, analyze, or interpret the evidence? (Check all that apply.)
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)
11) For the assessment question(s) and/or assessment goal(s) stated in Question #6:
Summarize the actual results.
1) Enrollment and retension in 100- and 200-level Greek courses has dropped somewhat since the implementation of new books, which was implemented to improve knowledge of Latin and Greek grammar and vocabulary, though not to a degree that is historically unprecedented. It is still too early to tell how the implementation of the new textbooks has affected language acquisition. This will be tested over the course of the coming year through regular meetings with faculty members (the first meeting will be taking place in early October, 2014) as well as review of exams.
2) The number of Classics majors has risen dramatically, with a total of 8 students declaring as majors between Spring 2014 and Fall 2014 (i.e. from the point the updated program requirements were accepted). This rate of recruitment far outpaces that of previous years. These higher numbers likely reflect the desire for a broader range of civ/in-translation courses expressed in the exit survey as well as the fact that many students were initially recruited into Classics through feeder courses like Greek and Roman Myth (LLEA 122).
12) State how the program used the results or plans to use the results. Please be specific.
1) The Classics program will continue to monitor the updated language programs through regular meetings with faculty members and review of exams. Updates to the program, in terms of book and supplementary materials, will be made accordingly. We will continue to monitor enrollments in 100- and 200-level language programs, paying particular attention to the correlation between enrollments and the revised nature of the pedagogical program, as well as recruitment efforts, e.g. in the form of posters placed around campus and outreach in related classes.
2) We intend to continue to monitor numbers of majors and to recruit heavily, in particular, in the "feeder" classes such as World Myth (LLEA 151) and Greek and Roman Myth (LLEA 122). We will continue to observe the relationship between the needs to have a robust language program at all levels and the apparent student desire for a more civ- and in-translation centric 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.
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.