Unit: Anthropology
Program: Anthropology (MA)
Degree: Master's
Date: Thu Oct 08, 2015 - 11:03:58 am

1) Below are your program's student learning outcomes (SLOs). Please update as needed.

SLOs for the Regular MA Degree

1.    A broad knowledge of the discipline of anthropology as a whole, its historical and theoretical foundations and schools of thought, with special emphasis on one or more of its subfields (archaeology, physical anthropology, linguistic anthropology or cultural anthropology);

2.    The ability to conduct research, to formulate researchable problems, to write research proposals, to apply methodologies basic to the relevant subdiscipline[s], and to write research reports;

3.    An anthropological familiarity with different geographical regions with focus on one in which the student proposes doing anthropological field research;

4.    An ability to teach introductory courses in one or more subdisciplines of anthropology.

For the applied cultural MA:

Program Learning Outcomes

Having attained the M.A. degree in Anthropology with a focus on Applied Cultural Anthropology, the student will be able to:

1.           Identify significant cultural resources of a community

2.           Conduct meaningful interviews with key members of a community; make interviews available for public dissemination, whether as transcriptions or archived digital resources

3.           Establish and maintain positive relationships with community organizations and institutions

4.           Identify community organizational goals and strategize their implementation

5.           Assess the place of cultural values, ethos, norms in terms of community needs

6.           Conduct relevant archival research for the purposes of a community organization’s goals

7.           Develop appropriate verbal and written communication skills that can assist a community organization’s goals

8.           Apply ethnographic skills of observation, interaction, guided participation, and analysis toward the solution of community goals

9.           Recognize and maintain a strongly ethical position in all interactions with community organizations

For the Applied Archaeology MA:

Having attained the M.A. degree in Anthropology with a focus on Applied Archaeology, the student will be able to:

1.    Design and organize archaeological research that is technically sound

2.    Identify, document, and analyze archaeological resources and related historic properties

3.    Evaluate the significance of archaeological materials with respect to state and federal laws and regulations

4.    Establish and maintain constructive relationships with heritage communities and stakeholders

5.    Assist community organizations with the stewardship of archaeology resources.

6.    Practice archaeology in fashion that is professionally ethical and culturally informed.

1) Institutional Learning Objectives (ILOs) and Program Student Learning Outcomes (SLOs)

2) Your program's SLOs are published as follows. Please update as needed.

Department Website URL: http://www.anthropology.hawaii.edu/department/specializations/applied-cultural.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:

3) Please review, add, replace, or delete the existing curriculum map.

Curriculum Map File(s) from 2015:

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.


5) Did your program engage in any program learning assessment activities between June 1, 2014 and September 30, 2015?

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)

7) Briefly explain the assessment activities that took place in the last 18 months.

The faculty in three MA programs developed SLOs and the curriculum maps.

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.

All graduate faculty members

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)

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: faculty discussion

12) Summarize the results of the assessment activities checked in question 6. For example, report the percent of students who achieved each SLO.

The SLOs and the curriculum maps for three MA programs were developed.

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)

14) Please briefly describe how the program used the results.

The program faculty will identify student learning evidence and develop rubrics to evaluate student work.

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.


16) If the program did not engage in assessment activities, please explain.