Program: Spanish (BA)
Degree: Bachelor's
Date: Fri Oct 09, 2015 - 4:55:24 pm
1) Institutional Learning Objectives (ILOs) and Program Student Learning Outcomes (SLOs)
1. SLO 1a. Analyze, evaluate and critique the literature of Spain and Latin America.
(1b. Specialized study in an academic field, 2a. Think critically and creatively, 2b. Conduct research)
2. SLO 1b. Write research papers using appropriate MLA citation guidelines.
(1b. Specialized study in an academic field, 2a. Think critically and creatively, 2b. Conduct research, 2c. Communicate and report)
3. SLO 2a. Analyze, evaluate and critique cultural issues of Spain and Latin America.
(1b. Specialized study in an academic field, 2a. Think critically and creatively, 2b. Conduct research, 3d. Civic participation)
4. SLO 2b. Describe and explain Latin American and Iberian roles within sociohistorical movements (e.g., conquest, modernity, nation building).
(1a. General education, 1b. Specialized study in an academic field, 2a. Think critically and creatively, 2b. Conduct research, 3d. Civic participation)
5. SLO 2c. Evaluate notions of indigenism, multiculturalism and immigration.
(1a. General education, 1b. Specialized study in an academic field, 2a. Think critically and creatively, 2b. Conduct research)
6. SLO 3. Use writing and research in Spanish to meet students goals.
(1a. General education, 1b. Specialized study in an academic field, 2a. Think critically and creatively, 2b. Conduct research, 2c. Communicate and report, 3a. Continuous learning and personal growth)
7. SLO 4. Use oral skills in Spanish to meet students goals.
(1a. General education, 1b. Specialized study in an academic field, 2a. Think critically and creatively, 2c. Communicate and report, 3a. Continuous learning and personal growth)
8. SLO 5. Distinguish between major dialect features of the Spanish of Spain and Latin America.
(1a. General education, 1b. Specialized study in an academic field, 2a. Think critically and creatively)
9. SLO 6. Read and comprehend texts in Spanish from a variety of genres and contexts.
(1a. General education, 1b. Specialized study in an academic field, 2a. Think critically and creatively, 2b. Conduct research, 2c. Communicate and report, 3a. Continuous learning and personal growth)
10. SLO 7. Read, write and use oral skills for specific professional purposes.
(1a. General education, 1b. Specialized study in an academic field, 2a. Think critically and creatively, 2b. Conduct research, 2c. Communicate and report, 3d. Civic participation)
2) Your program's SLOs are published as follows. Please update as needed.
Department Website URL: http://manoa.hawaii.edu/llea/spanish/undergraduate-studies/
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: 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.
Faculty met to discuss our curricular map
All 101 students took a placement exam
We gave about 500 placement exams to students
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.
About 200 SPAN 101 students took placement exam
About 500 students at all levels taking the placement exam
Alll students paticipated in course and instructor end of course evaluations
Heritage/Native speaker oral and written assessment
About 100 students partiicpated in 300 survey
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.
The placement exam showed a large number of students (about30) had not registered for the correct courses and they were helped to enroll in the correct course.
Survey of 300 level students showed the need for courses interrelated with other disciplines.
End of semester exams and projects demosntrated progress of students at different rates.
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.
Based on students'end of the course avalutation and BA exit surveys, we increased our oppportunities for Study Abroad and thei semester we are conducting two different programs, one to Spain and one to Costa Rica.
As suggested by the stduents, we are also offereing more cultural and out-of the class events to promote the Spanish language and culture (This semester we have 10 events planned).
We are re-examining the courses that we can offer now that we have lost another faculty member
We are continuing to address the problem of stuents registering for Spanish 101 when they do not belong in that course. This continues to require extra resources and personnel but we are seeing results and now we are able to place about 95% of the students on the correct course before the end of the add and drop period.
Faculty is meeting regulary to discuss our SLOs and we are in the process of considering intercultural competence as one of our SLOs and devicing forms of assess whether it is being achieved.
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.
Fcaulty seems to be more aware of the importance of assessment for the program and more willing to engage on discussion about it.