Program: French (BA)
Degree: Bachelor's
Date: Wed Aug 29, 2018 - 3:20:25 pm
1) Program Student Learning Outcomes (SLOs) and Institutional Learning Objectives (ILOs)
1. 1. Read and comprehend texts written in French from a variety of genres and contexts, (e.g. newspapers, commercial materials, literature, etc.)
(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)
2. 2. Analyze and demonstrate understanding of major French literary, philosophical, and artistic works, genres, periods, and topics.
(1a. General education, 1b. Specialized study in an academic field, 2a. Think critically and creatively, 2b. Conduct research, 3a. Continuous learning and personal growth)
3. 3. Engage in oral communication in French in various communicative contexts.
(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)
4. 4. Engage in writing in French in various contexts and for various audiences, using correct grammar and demonstrating appropriate vocabulary, tone, and style for the context.
(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)
5. 5. Conduct research on the language, literature, and/or culture of France and the French-speaking world using knowledge and skills learned in the program.
(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. 6. Demonstrate familiarity with the current events, traditional and popular culture, and social structures of the society/societies in which French is spoken.
(1a. General education, 3a. Continuous learning and personal growth, 3b. Respect for people and cultures, in particular Hawaiian culture)
2) Your program's SLOs are published as follows. Please update asneeded.
Department Website URL: http://manoa.hawaii.edu/llea/
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: 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) Does the program have learning achievement results for its program SLOs? (Example of achievement results: "80% of students met expectations on SLO 1.")(check one):
No Yes, on some(1-50%) of the program SLOs Yes, on most(51-99%) of the program SLOs Yes, on all(100%) of the program SLOs6) Did your program engage in any program learning assessment activities between June 1, 2015 and October 31, 2018?
Yes No (skip to question 17)7) What best describes the program-level learning assessment activities that took place for the period June 1, 2015 to October 31, 2018? (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) No (skip to question 17) Investigate other pressing issue related to student learning achievement for the program (explain in question 7) Other: 8) Briefly explain the assessment activities that took place.
The French division used several different procedures for gathering evidence, namely:
- Faculty meetings to discuss assessment issues;
- A meetings for undergraduates in the French BA, certificate, and language programs is typically held annually;
- BA exist surveys were distributed to the faculty and read and analyzed by the Assessment Coordinator, the Undergrate Language Coordinator, the Undergraduate Advisor, and the French Section Chair.
- The language coordinator reads all of the student and peer evaluations of the French 101-202 students, and observes all of the graduate teaching assistants. The chair of the French section reads all student evaluations of tenure-track faculty, instructors, lecturers, and graduate assistants and discusses those results with those faculty members.
9) What types of evidence did the program use as part of the assessment activities checked in question 7? (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: 10) State the number of students (or persons) who submitted evidence that was evaluated. If applicable, please include the sampling technique used.
- 5 full-time faculty, 2 lecturers, 8-9 graduate assistants: received narrative teaching evaluations
- students who replied to the French BA exit survey in 2017
- students enrolled in French courses who submitted narrative course evaluations
11) 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: 12) 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: 13) Summarize the results of the assessment activities checked in question 7. For example, report the percentage of students who achieved each SLO.
In order to adjust course offerings (providing students with more courses in translation and grammar, for example), BA exit surveys, narrative student evaluation frms, meetings of French majors and certificate students, and faculty discussions and meetings were used. We have worked to adjust the BA requirements and facilitate students' completion of the BA program in a timely manner, as well as encouraging study abroad. We re currently discussing how to update the curriculum map, and how to better rather information and use it to better assess our program. Discussion of the results of the 2017 BA exit survey are still ongoing.
14) 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: 15) Please briefly describe how the program used the results.
In order to adjust course offerings (providing students with more courses in translation and grammar, for example), BA exit surveys, narrative student evaluation frms, meetings of French majors and certificate students, and faculty discussions and meetings were used. We have worked to adjust the BA requirements and facilitate students' completion of the BA program in a timely manner, as well as encouraging study abroad. We re currently discussing how to update the curriculum map, and how to better rather information and use it to better assess our program. Discussion of the results of the 2017 BA exit survey are still ongoing.
16) 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 assessment activities of the French BA program reveal high student satisfaction in teaching, mentoring, GA teaching, language and literature courses and degree programs. The results are shared with the faculty to boost morale and to encourage further program planning. We are concerned about the loss of sections of French 101 and 102 over the past few years, and feel it is important to not close these sections before the end of the registration period. Without the opportunity to attract as many students as possible to these beginning classes, we will not be able to encourage students to pursue the study of French, and we will lose enrollment in the upper-level language and literature courses which are so vital to the program.