Program: Journalism (BA)
Date: Fri Nov 06, 2015 - 9:59:01 am
1) Institutional Learning Objectives (ILOs) and Program Student Learning Outcomes (SLOs)
1. SLO #1: Gather, analyze and organize information, and to communicate it clearly, effectively and responsibly using multiple media platforms.
(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. SLO #2: Demonstrate an understanding of the social, cultural and historical contexts of reporting on social institutions as well as on individuals and groups.
(1a. General education, 1b. Specialized study in an academic field, 1c. Understand Hawaiian culture and history, 2b. Conduct research, 3b. Respect for people and cultures, in particular Hawaiian culture, 3c. Stewardship of the natural environment, 3d. Civic participation)
3. SLO #3: Demonstrate an understanding of the importance of a free, vigorous and responsible press to the maintenance of an informed citizenry to exercise the rights of self-governance in a democracy.
(1a. General education, 1b. Specialized study in an academic field, 3d. Civic participation)
4. SLO #4: Contribute to lifelong learning through reports that enlighten and enliven audiences, whether in print, broadcast, online or other new media formats.
(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, 3d. Civic participation)
2) Your program's SLOs are published as follows. Please update as needed.
Student Handbook. URL, if available online: http://www.communications.hawaii.edu/jour/index.html
Information Sheet, Flyer, or Brochure URL, if available online: http://www.communications.hawaii.edu/jour/index.html
UHM Catalog. Page Number: See online: http://www.catalog.hawaii.edu/schoolscolleges/arts-sciences/departments/jour.htm
Course Syllabi. URL, if available online:
Other: Instructors choose to post their syllabi online via Laulima or the college's website.
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.
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.)
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.
We have held regular curriculum refinement meetings, usually once or twice a month, that have covered many aspects of curriculum reform, student feedback, and student assessment.
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)
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
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
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.)
9) State the number of students (or persons) who submitted evidence that was evaluated. If applicable, please include the sampling technique used.
10) Who interpreted or analyzed the evidence that was collected? (Check all that apply.)
Ad hoc faculty group
Persons or organization outside the university
Advisors (in student support services)
Students (graduate or undergraduate)
11) How did they evaluate, analyze, or interpret the evidence? (Check all that apply.)
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)
12) Summarize the results of the assessment activities checked in question 6. For example, report the percent of students who achieved each SLO.
|1. Through the UH Manoa Journalism Program, I am able to gather, analyze and organize information, and to communicate it clearly, effectively and responsibly using multiple media platforms (e.g., print, video and web).||4.00||1||4||5||4||5||3||5||4||4||4||5||4||4||4||3||4||4||4||4||5||80|
|2. Through the UH Manoa Journalism Program, I am knowledgeable about public institutions (e.g., state government, law enforcement, the courts, etc.) and how to report about them.||3.25||1||2||4||4||3||5||4||3||3||2||4||3||4||3||3||2||4||4||4||3||65|
|3. Through the UH Manoa Journalism Program, I understand the importance of a free, vigorous and responsible press in maintaining an informed citizenry.||4.20||1||4||5||4||5||4||4||4||4||4||5||5||5||5||4||3||4||5||5||4||84|
|4. Through the UH Manoa Journalism Program, I am able to write like a journalist (e.g., using AP Style, writing in the inverted pyramid structure when appropriate, incorporating material from sources into news stories, etc.)||4.10||4||4||4||3||5||4||4||3||2||5||5||4||5||5||3||4||4||4||5||5||82|
|5. Overall, I feel as though I have received (or am receiving) the training and preparation necessary for me to work as a professional journalist after I graduate from the University of Hawaii at Manoa.||3.70||3||4||4||3||4||4||3||4||2||4||4||3||4||5||3||3||4||4||5||4||74|
13) What best describes how the program used the results? (Check all that apply.)
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.
We have carefully considered feedback from all students in the program, from various perspectives, including the survey results posted. In our regular curriculum refinement meetings, we have been discussing making many changes to the curriculum. We have a solid plan developed, so the next step for us is to gather the resources needed to implement the plan.
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.
We have realized a few holes in our curriculum and a few areas that need more support; recruitment is a good example; in the previous curriculum change, Jour 150 was dropped as a required course, which left the program without a broad survey course through which to recruit new students. This change has had some negative effects on the program, so we are considering various ways to bring Jour 150 back into our required curriculum.
16) If the program did not engage in assessment activities, please explain.