Unit: Anthropology
Program: Anthropology (BA)
Degree: Bachelor's
Date: Wed Nov 15, 2017 - 7:12:02 am

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

1. Learn to think anthropologically, specifically to include cross-cultural perspectives, especially in regard to issues of diversity and commonality in understanding human societies.

(2. Demonstrate understanding of research methodology and techniques specific to one’s field of study., 1c. Understand Hawaiian culture and history, 4. Critically analyze, synthesize, and utilize information and data related to one’s field of study., 5. Proficiently communicate and disseminate information in a manner relevant to the field and intended audience., 3a. Continuous learning and personal growth, 3b. Respect for people and cultures, in particular Hawaiian culture, 3d. Civic participation)

2. Gain a basic understanding of the origin and development of humanity.

(1a. General education, 2. Demonstrate understanding of research methodology and techniques specific to one’s field of study., 3b. Respect for people and cultures, in particular Hawaiian culture)

3. Develop the ability to think critically about cultural assumptions and use active learning modes in assessing their effects on social processes.

(1. Demonstrate comprehensive knowledge in one or more general subject areas related to, but not confined to, a specific area of interest., 2. Demonstrate understanding of research methodology and techniques specific to one’s field of study., 1c. Understand Hawaiian culture and history, 4. Critically analyze, synthesize, and utilize information and data related to one’s field of study., 3a. Continuous learning and personal growth, 3b. Respect for people and cultures, in particular Hawaiian culture, 3d. Civic participation)

4. Acquire a holistic understanding of how biological evolution and cultural histories interact.

(1. Demonstrate comprehensive knowledge in one or more general subject areas related to, but not confined to, a specific area of interest., 2. Demonstrate understanding of research methodology and techniques specific to one’s field of study., 1c. Understand Hawaiian culture and history, 3b. Respect for people and cultures, in particular Hawaiian culture, 3c. Stewardship of the natural environment)

5. Understand how populations adapt to social and environmental change, especially in terms of human empowerment.

(1b. Specialized study in an academic field, 1c. Understand Hawaiian culture and history, 3b. Respect for people and cultures, in particular Hawaiian culture, 3c. Stewardship of the natural environment, 3d. Civic participation)

6. Become culturally literate with regard to the physical and cultural dimensions of the Pacific and Asian regions, including historical movements and connections among diverse populations.

(1b. Specialized study in an academic field, 3. Apply research methodology and/or scholarly inquiry techniques specific to one’s field of study., 3b. Respect for people and cultures, in particular Hawaiian culture, 3c. Stewardship of the natural environment, 3d. Civic participation)

7. Learn various methods employed by anthropologists from a variety of sub-disciplines and specializations.

(2. Demonstrate understanding of research methodology and techniques specific to one’s field of study., 2a. Think critically and creatively, 2b. Conduct research, 2c. Communicate and report, 3b. Respect for people and cultures, in particular Hawaiian culture)

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

Department Website URL: The URL will be provided later. The Anthropology department is in the middle of redesigning its website and the SLOs will be published at that time.
Student Handbook. URL, if available online: The SLOs will be published in the new handbooks that will be available in the near future both in print and on the website.
Information Sheet, Flyer, or Brochure URL, if available online:
UHM Catalog. Page Number:
Course Syllabi. URL, if available online:
Other:
Other:

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

Curriculum Map File(s) from 2017:

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, 2015 and October 31, 2017?

Yes
No (skip to question 16)

6) What best describes the program-level learning assessment activities that took place for the period June 1, 2015 to October 31, 2017? (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 28 months.

The faculty collaboratively decided to collect learning evidence of SLO achievements in ANTH 490, the department's capstone course. Faculty also agreed that this course would be best taught by a senior faculty .

The faculty member developed a signature assignment (reflection paper with a rubric) to assess whether students have learned to think anthropologically, more specifically if they acquired cross-cultural perspectives, especially in regard to issues of diversity and commonality in understanding human societies.

 

 

8) What types of evidence did the program use as part of the assessment activities checked in question 6? (Check all that apply.)

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
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
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.

Sampling is taking place during Fall 2017 and therefore evidence cannot be evaluated until the end of the Fall semester.

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.

Data is unavailable until the end of Fall 2017. Because the previous instructor could no longer teach the capstone course (ANTH 490), starting this semester  it is taught by another faculty member who developed the course content to address the program's SLOs with new assignments and rubrics. Therefore, a report of what percentage of students have achieved each SLO is not available until the end of the semester.

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.

The faculty collaboratively discussed appropriate contents for the capstone course, its role in assessment, and potential faculty candidates that would be able to teach the course. 

The newly developed course syllabi for ANTH 490 better articulates how the curriculum, assignments, and activities are aligned with the program's overall SLOs.

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.

The current instructor of the capstone course thoughtfully designed the syllabi to ensure achievement of program's SLOs. The assignments better clarified faculty expectations through rubrics, journal entries and student surveys.

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

NA