Program: Korean (BA)
Degree: Bachelor's
Date: Fri Oct 02, 2015 - 4:58:58 pm
1) Institutional Learning Objectives (ILOs) and Program Student Learning Outcomes (SLOs)
1. [SLO1: ORAL] Engage in oral communication in Korean in various social contexts, in linguistically and culturally appropriate ways.
(1a. General education, 1b. Specialized study in an academic field, 3a. Continuous learning and personal growth, 3b. Respect for people and cultures, in particular Hawaiian culture)
2. [SLO2: READING] Read and comprehend texts written in Korean from a variety of genres and contexts (e.g., newspapers, essay collections, novels).
(1a. General education)
3. [SLO3: WRITING] Apply critical thinking and rhetorical skills to produce coherent written works and presentations in both English and Korean.
(1a. General education, 2a. Think critically and creatively, 3a. Continuous learning and personal growth)
4. [SLO4: RESEARCH] Use a variety of Korean reference works and sources, including dictionaries and encyclopedias both in book form and on the Internet.
(1a. General education, 1b. Specialized study in an academic field, 2a. Think critically and creatively, 2b. Conduct research, 3a. Continuous learning and personal growth)
5. [SLO5: RESEARCH] Conduct independent research on topics in Korean literature and/or linguistics, and effectively communicate the results.
(1a. General education, 1b. Specialized study in an academic field, 2a. Think critically and creatively, 2b. Conduct research, 3a. Continuous learning and personal growth)
6. [SLO6: LINGUISTICS] Demonstrate an understanding of phonology, morphology, syntax, and semantics through analysis of words, phrases, and clauses from authentic Korean samples.
(1b. Specialized study in an academic field)
7. [SLO7: LITERATURE] Identify and describe major authors, works, features, forms, and styles of Korean literature, both pre-modern and modern.
(1a. General education, 1b. Specialized study in an academic field, 3a. Continuous learning and personal growth)
8. [SLO8: LITERATURE] Analyze and interpret works of Korean poetry, prose, and drama, read both in translation and in the original Korean, using terms appropriate to each genre.
(1a. General education, 1b. Specialized study in an academic field, 3a. Continuous learning and personal growth)
9. [SLO9: LITERATURE] Situate and evaluate Korean literature in its social, historical, intellectual, and religious contexts.
(1a. General education, 1b. Specialized study in an academic field, 3a. Continuous learning and personal growth)
10. [SLO FLAGSHIP1: SPEAKING] Engage in oral communication in Korean in various social contexts, in linguistically and culturally appropriate ways
11. [SLO FLAGSHIP2: SPEAKING] Express opinions and ideas by using professional-level vocabulary and formal expressions
12. [SLO FLAGSHIP3: READING] Read and comprehend professional-level Korean materials from a variety of genres and contexts (e.g., newspaper or internet articles, books, etc.)
13. [SLO FLAGSHIP4: LISTENING] Listen, comprehend and analyze Korean audio/video materials from a variety of genres and contexts (e.g., news, documentary, talk shows, etc.)
14. [SLO FLAGSHIP5: WRITING] Apply critical thinking and rhetorical skills to produce coherent written works and presentations in Korean only
(2a. Think critically and creatively, 2b. Conduct research)
15. [SLO FLAGSHIP6: RESEARCH] Use a variety of Korean reference works and sources, including dictionaries and encyclopedias both in book form and on the Internet
(1a. General education, 2a. Think critically and creatively, 2b. Conduct research)
16. [SLO FLAGSHIP7: RESEARCH] Conduct independent research on students major-related topics in Korean, and effectively communicate the results
(1a. General education, 2a. Think critically and creatively, 2b. Conduct research)
2) Your program's SLOs are published as follows. Please update as needed.
Department Website URL: www.hawaii.edu/eall
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: http://www.hawaii.edu/eall/kor/courses.html Other: Other: 3) Please review, add, replace, or delete the existing curriculum map.
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: OPI7) Briefly explain the assessment activities that took place in the last 18 months.
[Korean Flagship BA Student Exit Survey] A survey was administered to graduating Korean Flagship BA students, and results were collected/reported to the EALL Department by the LLL Dean’s office. Nine capstone papers were collected for grading and evaluation. Four Korean Flagship faculty evaluated the nine capstone papers. In addition, an ACTFL OPI (Speaking) was offered to Korean majors who graduated in the previous academic year. Additionally, TOPIK (Reading, Listening, and Writing) was administered by Korean Flagship faculty.
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: Other 2: 9) State the number of students (or persons) who submitted evidence that was evaluated. If applicable, please include the sampling technique used.
See answer to Question 12.
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: Korean proficiency test such as TOPIK administered by the National Institute for International Education in Korea12) Summarize the results of the assessment activities checked in question 6. For example, report the percent of students who achieved each SLO.
[Regular Korean BA Exit Survey] Exit survey result: A total of 9 students graduating during the period from fall 2014 to spring 2015 were invited to respond; 9 students completed the survey (response rate=100%).
[Flagship Korean BA Exit Survey] A total of 7 students graduating during the period from fall 2014 to summer 2015 were invited to respond; 7 students completed the survey (response rate=100%).
[Flagship Korean BA OPI Test: Speaking] Six of the seven graduating students participated in the ACTFL OPI tests. Their OPI results are as follows: 2 (Superior), 1 (Advanced High), 2 (Advanced Mid), 1 (Intermediate High).
[Flagship Korean BA Capstone Paper] For AY 2014-15, all 9 capstone students who completed the one-year overseas component submitted their capstone papers for evaluation. The capstone paper is one of the graduation requirements in the Korean Flagship program.
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.
For improvement, some students requested more opportunities for professional training. In response to these requests, the Korean section will consider utilizing the two existing internship courses, KOR 495(local internship) and 496 (internship in Korea) for Korean regular BA students. The EALL department is also considering an idea of creating an EALL internship course. Students also requested more summer courses. In addition to the existing summer KOR 101 and 102 courses, starting from Summer 2015, the Korean section has started to offer more advanced level summer courses, such as KOR 205 Accelerated Second level Korean, KOR 380 Korean Proficiency through Drama. In Summer 2016, the Korean section aims to offer KOR 305. However, Korean Flagship BA program has been offering KOR 496 for Korean Flagship capstone students since Fall 2009.
According to the Korean Flagship Student Exit survey, having more classes based on the tests would be helpful to the curriculum. Accordingly, for speaking improvement, a new course had been developed for this academic year and will be offered in Spring 2016. KOR 411 (3 credits) is a fourth-year Advanced Korean course aiming to increase learners' oral fluency and accuracy, with an emphasis on formal speaking. The course is designed to help students attain a minimum Advanced-Low on the American Council on the Teaching of Foreign Language (ACTFL) scale or 2 on the Interagency Language Roundtable scale. Evidence from the course will be collected and analyzed for both Korean regular and Korean Flagship BA program assessment. Korean Flagship faculty reviews its students’ academic records at the conclusion of the Fall and Spring semesters. If students’ academic performance during the semester was not satisfactory (i.e., maintaining the required minimum cumulative GPA of 3.0 with no grade below C in all classes) or failed to meet KLFC standards, students received a probation letter. This practice is intended to encourage students to move on without giving in or dropping out of the program.
Each year, all of the Korean Flagship students received different kinds of scholarships, including FLAS, Boren, Gilman, Center for Korean Studies undergraduate scholarships, APRO Financial Group Scholarship, UHM Congressional Fellowship, SPAS Flagship scholarships, etc. For instance, in Summer 2015, 8 students received FLAS Summer scholarship and they completed summer overseas intensive programs in Korean. Two students received AY FLAS scholarships. In Spring 2015, 13 students received Center for Korean Studies undergraduate scholarships.
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.
[Korean Flagship Achievements] Each year, all of the Korean Flagship students received different kinds of scholarships, including FLAS, Boren, Gilman, Center for Korean Studies undergraduate scholarships, APRO Financial Group Scholarship, UHM Congressional Fellowship, SPAS Flagship scholarships, etc. For instance, in Summer 2015, 8 students received FLAS Summer scholarship and they completed summer overseas intensive programs in Korean. Two students received AY FLAS scholarships. In Spring 2015, 13 students received Center for Korean Studies undergraduate scholarships.
[Korean Flagship Assessment] We have changed our Korean Flagship BA curriculum to a more assessment oriented curriculum. For the Korean Flagship student assessment, OPI (Oral Proficiency Interview), TOPIK (Test of Proficiency in Korean), and KLFCPT (Korean Language Flagship Center Proficiency Test) have been used on a regular basis. The TOPIK measures proficiency divided into six grades (Grades 1 to Grade 2 in TOPIK 1; Grades 3 to 6 in TOPIK 2). TOPIK 1 is composed of listening, and reading assessment and TOPIK 2 is composed of writing, listening, and reading assessment. TOPIK is administered by the National Institution for International Education, which is managed by the Korean Ministry of Education, Science and Technology. The OPI is for speaking assessment. We can assess each of the four modalities with two types of tests (TOPIK and OPI). Additionally, we used an in-house proficiency reading and listening test (KLFCPT) that the KLFC has developed over the past few years.
16) If the program did not engage in assessment activities, please explain.
NA