Program: East Asian Lang & Lit: Chinese (MA)
Date: Fri Oct 16, 2009 - 7:31:13 pm
1) List your program's student learning outcomes (SLOs).
Chinese Literature SLOs: In addition to the BA SLOs, recipients of the M.A. in Chinese literature should be able to: 1. Read with appropriate competency primary Chinese texts of all major periods and in all major linguistic forms (classical Chinese, early and modern Mandarin) and be able to translate them correctly into English. 2. Use dictionaries and other China-related bibliographic reference tools. 3. Have a basic knowledge of the historical development of Chinese literature in all its genres. 4. Develop familiarity with a variety of theoretical and critical approaches, both Chinese and Western, and their application in analyzing and interpreting Chinese texts. 5. Conduct scholarly research in their area of specialization, using primary and secondary materials available in the library.
2) Where are your program's SLOs published?
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: NA
Other: SLOs will be published online soon
3) Upload your program's current curriculum map(s) as a PDF.
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
All SLOs were targeted.
6) State the Assessment Question(s) and/or Goal(s) of Assessment Activity
The faculty rely on student evaluations for individual courses and observation of general academic trends in order to plan expansion of course offerings (for ex., in visual media), and increase enrollment figures. The Curriculum Committee reviews all issues pertaining to the curriculum and serves as a forum to discuss possible imrovements to the program.
7) State the Type(s) of Evidence Gathered
1. Thesis/comprehensive exam: All MA programs culminate in capstone projects, a theis or a comprehensive examination. 2. In Spring 2009, a total of 9 graduating MA/PhD students in EALL responded to the survey (53% response rate): 2 MA in Chinese, 4 in MA/PhD in Japanese, and 1 PhD in Korean. 3. The department's Graduate Student Services Specialist makes use of limited time and resources to monitor postgraduate professional activities and achievements. This information is compiled and published each semester in a newsletter which is distributed to faculty, graduate students, and interested community members as well as to peer programs at other institutions, and posted on the department website.
8) State How the Evidence was Interpreted, Evaluated, or Analyzed
Within each individual course, the course instructor interprets evidence of student learning. Within each program, the student's advisor and committee monitor student progress through the program and achievement of its objectives. Also, the graduate faculty in each program rank orders graduate students annually for tuition waiver eligibility based on their overall level of academic achievement. Applicants for graduate assistantships are evaluated in a similar way.
9) State How Many Pieces of Evidence Were Collected
see # 7
10) Summarize the Actual Results
We will make specific assessment results available to the AO upon request. Also, the 2009 EALL exit survey summary report will be available from the department/college upon request.
11) Briefly Describe the Distribution and Discussion of Results
The spring 2009 survey data were distributed among EALL graduate faculty members. We discussed the results at a recent EALL graduate faculty meeting. Other types of data are normally discussed within individual sections and programs.
12) Describe Conclusions and Discoveries
13) Use of Results/Program Modifications: State How the Program Used the Results --or-- Explain Planned Use of Results
We plan to: 1. Advertize classes more effectively on department website. 2. Try to come up with courses that involve students from all EALL's three sections, and from other departments. In this regard, literature faculty of all three sections are discussing possible new courses at the 600 level involving the literary traditions of China, Japan, and Korea. v>
14) Reflect on the Assessment Process
We will develop strategies to improve the response rate of the exit survey.
15) Other Important Information
In order to better respond to the internal and external needs for assessment, the EALL Assessment Committee has been formed.