Unit: East Asian Languages & Literatures
Program: Japanese (BA)
Degree: Bachelor's
Date: Tue Sep 22, 2009 - 3:30:54 pm

1) List your program's student learning outcomes (SLOs).

[SLO1: ORAL]  Engage in oral communication in Japanese in various social contexts, in linguistically and culturally appropriate ways.
[SLO2: READING]  Read and comprehend texts written in Japanese from a variety of genres and contexts (e.g., newspapers, essay collections, novels).
[SLO3: WRITING]  Apply critical thinking and rhetorical skills to produce coherent written works and presentations in both English and Japanese.
[SLO4: RESEARCH]  Use a variety of Japanese reference works and sources, including dictionaries and encyclopedias both in book form and on the internet.
[SLO5: RESEARCH]  Conduct independent research on topics in Japanese literature and/or linguistics, and effectively communicate the results.
[SLO6: LINGUISTICS] Demonstrate an understanding of phonology, morphology, syntax, and semantics through analysis of words, phrases, and clauses from authentic Japanese samples.
[SLO7: LITERATURE] Identify and describe major authors, works, features, forms, and styles of Japanese literature, both premodern and modern.
[SLO8: LITERATURE]  Analyze and interpret works of Japanese poetry, prose, and drama, read both in translation and in the original Japanese, using terms appropriate to each genre.
 [SLO9: LITERATURE] Situate and evaluate Japanese literature in its social, historical, intellectual, and religious contexts.

2) Where are your program's SLOs published?

Department Website URL: http://www.hawaii.edu/eall/jpn/undergrad.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:
Other: We will be publishing our program SLOs online soon

3) Upload your program's current curriculum map(s) as a PDF.

Curriculum Map File(s) from 2009:

4) What percentage of courses have the course SLOs explicitly stated on the course syllabus, department website, or other publicly available document? (Check one)


5) State the SLO(s) that was Assessed, Targeted, or Studied

See our responses to #5

6) State the Assessment Question(s) and/or Goal(s) of Assessment Activity

Q1:  To what degree, do students graduating from the Japanese BA program think they can perform the SLOs?  (Indirect assessment involving all SLOs)
Q2: What are the strengths of the program and how can we help the students to better achieve the SLOs?
Q3: At what level, do senior students majoring in the Japanese BA program speak Japanese?  (Direct assessment of speaking skills –SLO1)

7) State the Type(s) of Evidence Gathered

Evidence 1:
Student self-ratings and opinions
(Collected as part of the College of LLL Online Student Exit Survey)
Evidence 2:
Oral proficiency tests conducted and rated by certified ACTFL OPI testers
(Collected as part of the National Resource Center testing project)

8) State How the Evidence was Interpreted, Evaluated, or Analyzed

The data  were circulated among the Japanese section for feedback; they were discussed at a JCC meeting.

9) State How Many Pieces of Evidence Were Collected

Exit survey data (Spring 2009) 
18 students who graduated from the Japanese BA program in Spring 2009 were invited. 9 responded (50% return rate). 
Oral proficiency data (2008-09 AY)
18 students who were completing Japanese 202/212 (baseline data) as well as 21 students enrolled in JPN 415/407 had an oral proficiency interview test with a certified ACTFL Oral proficiency interview (OPI) tester. Among the 21 Japanese 415/407 students, 16 were majoring in Japanese BA of which 13 were seniors. The ACTFL OPI is the nation’s most recognized oral proficiency test. At present, the Japanese section has six certified OPI testers.

10) Summarize the Actual Results

 Results are available from the following links:
Japanese BA exit survey results. Results relevant to this report are posted in the link below.  A complete report is available from the department upon request. 
Exit survey results 
Oral proficiency test results:

11) Briefly Describe the Distribution and Discussion of Results

Who received the results?
The Japanese section faculty
How did the discussion of the results take place?
The results were discussed at curriculum committee meetings.

12) Describe Conclusions and Discoveries

See #10

13) Use of Results/Program Modifications: State How the Program Used the Results --or-- Explain Planned Use of Results

-Based on the 2008-09 assessment data, the Japanese Curriculum Committee have discussed what modifications to be made to the program. For example, we made the following three requests to the Undergraduate Chair.
1) to put together a list of on-campus resources, such as the Career Development Office, so that individual teachers are better equipped to assist their advisees.            
2) to organize a group orientation session for all majors, sometime after the semester has begun, in order to get to know our majors and disseminate general information about available resources, etc.                    
3) to announce to faculty that majors should receive priority during registration, especially in those courses which are hard to get in (e.g., Jpn 350, 370, 471 and 472).
-At present, there are 222 Japanese BA majors (the second largest BA program in the College of LLL). In order to better serve their interests and needs, we have improved on faculty advising. All I-2 and above faculty are now advising our majors. Under the new advising system, each faculty member advises 5-7 students regularly.
-It is important to promote research activities in our upper-level courses where substantial use of the target language is required (See SLOs 4&5). It’s one of the institutional goals to promote undergraduate research. We will be discussing the possibility of developing a capstone procedure where student senior work is produced in a designated capstone course and evaluated by the instructor and his/her advisor.


14) Reflect on the Assessment Process

How can we increase the response rate?
Perhaps we can make it a requirement for graduating seniors to complete the survey.
Oral proficiency tests:  
See the link in  #10

15) Other Important Information

1. In 2007-08 AY, the curriculum committees of all three sections of EALL examined GPA data, which were collected from our undergraduate majors (N=114). Based on this examination, the committees decided to require majors in our BA programs to maintain a 3.0 GPA in their major coursework. The Advisory Committee also ratified the policy. This new requirement is now being reviewed by the College- and University-level Curriculum Committees.
2. In order to better respond to the internal and external needs for assessment, the EALL Assessment Committee has been formed.  

16) FOR DISTANCE PROGRAMS ONLY: Explain how your program/department has adapted its assessment of student learning in the on-campus program to assess student learning in the distance education program.

17) FOR DISTANCE PROGRAMS ONLY: Summarize the actual student learning assessment results that compare the achievement of students in the on-campus program to students in the distance education program.