Program: Classics (BA)
Degree: Bachelor's
Date: Mon Nov 16, 2015 - 9:53:09 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.
Department Website URL: 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 Other: Other: 3) Please review, add, replace, or delete the existing curriculum map.
- 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 learning assessment activities between June 1, 2014 and September 30, 2015?
Yes No (skip to question 16)6) What best describes the program-level learning assessment activities that took place for the period June 1, 2014 to September 30, 2015? (Check all that apply.)
Create/modify/discuss program learning assessment procedures (e.g., SLOs, curriculum map, mechanism to collect student work, rubric, survey) Collect/evaluate student work/performance to determine SLO achievement Collect/analyze student self-reports of SLO achievement via surveys, interviews, or focus groups Use assessment results to make programmatic decisions (e.g., change course content or pedagogy, design new course, hiring) Investigate curriculum coherence. This includes investigating how well courses address the SLOs, course sequencing and adequacy, the effect of pre-requisites on learning achievement. Investigate other pressing issue related to student learning achievement for the program (explain in question 7) Other: 7) Briefly explain the assessment activities that took place in the last 18 months.
Classics examined the following materials with the goals of a) determining which dimensions of its curriculum to expand or contract; b) how to increase the number of majors pursuing the Classics B.A.; c) changes to be made to the lower-level (100-200) Latin and Greek language program if any:
-- Enrollment data for courses taught in-translation both within the Classics program (at 100-300 levels) as well as outside, with an emphasis on the effect of various GenEd and Focus designations on enrollment
-- Exit survey information for Classics majors graduating in from Spring 2011 to Spring 2014
-- Historical data on number of students declaring the Classics B.A.
-- Recent and historical enrollment data for 100- and 200-level Latin and Greek courses as well as historical enrollment data for these periods.
8) What types of evidence did the program use as part of the assessment activities checked in question 6? (Check all that apply.)
Direct evidence of student learning (student work products)
Artistic exhibition/performance Assignment/exam/paper completed as part of regular coursework and used for program-level assessment Capstone work product (e.g., written project or non-thesis paper) Exam created by an external organization (e.g., professional association for licensure) Exit exam created by the program IRB approval of research Oral performance (oral defense, oral presentation, conference presentation) Portfolio of student work Publication or grant proposal Qualifying exam or comprehensive exam for program-level assessment in addition to individual student evaluation (graduate level only) Supervisor or employer evaluation of student performance outside the classroom (internship, clinical, practicum) Thesis or dissertation used for program-level assessment in addition to individual student evaluation Other 1: Other 2: Indirect evidence of student learning
Alumni survey that contains self-reports of SLO achievement Employer meetings/discussions/survey/interview of student SLO achievement Interviews or focus groups that contain self-reports of SLO achievement Student reflective writing assignment (essay, journal entry, self-assessment) on their SLO achievement. Student surveys that contain self-reports of SLO achievement Other 1: Other 2: Program evidence related to learning and assessment
(more applicable when the program focused on the use of results or assessment procedure/tools in this reporting period instead of data collection)
Assessment-related such as assessment plan, SLOs, curriculum map, etc. Program or course materials (syllabi, assignments, requirements, etc.) Other 1: -- Enrollment data for courses taught in-translation both within the Classics program (at 100-300 levels) as well as outside, with an emphasis on the effect of various GenEd and Focus designations on enrollment -- Exit survey information for Classics majors graduating in from Spring 2011 to Spring 2014 -- Historical data on number of students declaring the Classics B.A. -- Recent and historical enrollment data for 100- and 200-level Latin and Greek courses as well as historical enrollment data for these periods. Other 2: 9) State the number of students (or persons) who submitted evidence that was evaluated. If applicable, please include the sampling technique used.
5 students responded to the exit survey for graduating Classics majors
10) 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: 11) 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: 12) Summarize the results of the assessment activities checked in question 6. For example, report the percent of students who achieved each SLO.
1) The number of Classics majors has risen dramatically, with a total of 18 new students declaring as majors between the implementation of the program in Fall 2014 and Fall 2015. This rate of recruitment far outpaces that of previous years, which historically averaged around .75 majors per year.
2) The higher number of majors 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).
3) Enrollment and retension in 100- and 200-level Latin and Greek courses dropped in AY 2014-15, in particular, since the implementation of new Latin and Greek textbooks, which were selected to improve knowledge of Latin and Greek grammar and vocabulary. In light of this, feedback was sought from the course instructor and select students, who recommended a return to the previously used textbooks, which represents a better established pedagogical strategy for UH students.
13) What best describes how the program used the results? (Check all that apply.)
Assessment procedure changes (SLOs, curriculum map, rubrics, evidence collected, sampling, communications with faculty, etc.) Course changes (course content, pedagogy, courses offered, new course, pre-requisites, requirements) Personnel or resource allocation changes Program policy changes (e.g., admissions requirements, student probation policies, common course evaluation form) Students' out-of-course experience changes (advising, co-curricular experiences, program website, program handbook, brown-bag lunches, workshops) Celebration of student success! Results indicated no action needed because students met expectations Use is pending (typical reasons: insufficient number of students in population, evidence not evaluated or interpreted yet, faculty discussions continue) Other: 14) Please briefly describe how the program used the results.
1) The Classics program will continue to recruit new B.A.'s through its successful feeder classes, in particular, LLEA 122 (Greek and Roman Myth), LLEA 151 (World Myth), and LLEA 327 and 328 (Greek and Roman Lit in translation).
2) The Classics program will continue to expand its in-translation offerings through the development of new courses (e.g. LLEA 329 (Greek and Roman Epic) and LLEA 325 (Greek and Roman War Literature) that will appeal to a broad segment of the student population.
3) The Classics program has re-adopted the textbooks historically used in its 100- and 200-level Latin and Greek courses, and has since experienced an increase in enrollment and retention.
15) Beyond the results, were there additional conclusions or discoveries? This can include insights about assessment procedures, teaching and learning, and great achievements regarding program assessment in this reporting period.
Our program is now sufficiently strong to begin assessing not just program strength but student-learning (which is already taking place within the classroom, of course), and this will be a focus of future assessment efforts.