Unit: East Asian Languages & Literatures
Program: East Asian Lang & Lit: Chinese (PhD)
Degree: Doctorate
Date: Fri Oct 16, 2009 - 8:15:34 pm

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

Ph.D. in Chinese Literature SLOs: 1. Demonstrate comprehensive knowledge of the history of Chinese literature and the relevant scholarship in the field of Chinese Literary Studies. 2. Be able to competently use and analyze sources written in Classical, early vernacular, and modern Mandarin, as well as evaluate them from an informed theoretical perspective. 3. Develop their field of scholarly expertise in the area of their concentration and be able to situate themselves within the critical field of Chinese Literary Studies. 4. Develop their own analytical and critical skills so as to be able to apply them to close textual readings of primary as well as secondary sources. 5. Be familiar with and able to use competently Chinese as well as Western theoretical literature, both modern and pre-modern. 6. Develop an interdisciplinary and cultural approach to the reading and teaching of literary texts. 7. Produce an original contribution to the scholarly discourse in their area of specialization. 8. Be able to handle professionally a conference talk or job interview.

2) Where are your program's SLOs published?

Department Website URL: http://www.hawaii.edu/eall/chn/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: NA
Other: will publish in our depertment website soon

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

No map submitted.

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. Dissertation/comprehensive exam. Both Ph.D. programs end with capstone projects--a dissertation and a comprehensive examination. 2. Students' scholalrly presentations at local, national or internatual levels; students' publications.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 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

see # 13.

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

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.

14) Reflect on the Assessment Process

We will develop strategies for improving 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 recently 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.