Unit: Pacific Island Studies
Program: Pacific Islands Studies (MA)
Degree: Master's
Date: Thu Nov 15, 2018 - 4:24:14 pm

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

1. Students can articulate and apply characteristics of Pacific Studies as a field of study that is interdisciplinary, grounded, creative, including indigenous epistemologies and perspectives to their own research.

(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., 3. Apply research methodology and/or scholarly inquiry techniques specific to one’s field of study., 4. Critically analyze, synthesize, and utilize information and data related to one’s field of study., 6. Conduct research or projects as a responsible and ethical professional, including consideration of and respect for other cultural perspectives.)

2. Students can demonstrate a wide range of historical, geographic, and cultural knowledge about Oceania.

(1. Demonstrate comprehensive knowledge in one or more general subject areas related to, but not confined to, a specific area of interest., 4. Critically analyze, synthesize, and utilize information and data related to one’s field of study.)

3. Students can analyze political, cultural, and ethical issues confronting Oceanic societies.

(2. Demonstrate understanding of research methodology and techniques specific to one’s field of study., 3. Apply research methodology and/or scholarly inquiry techniques specific to one’s field of study., 4. Critically analyze, synthesize, and utilize information and data related to one’s field of study.)

4. Students can analyze a specialized aspect of the history, culture, politics, or international relations of one or more of the island societies of Oceania.

(2. Demonstrate understanding of research methodology and techniques specific to one’s field of study., 3. Apply research methodology and/or scholarly inquiry techniques specific to one’s field of study., 4. Critically analyze, synthesize, and utilize information and data related to one’s field of study.)

5. Students can interact with Pacific Islander communities in culturally sensitive research, collaboration, and advocacy.

(5. Proficiently communicate and disseminate information in a manner relevant to the field and intended audience., 6. Conduct research or projects as a responsible and ethical professional, including consideration of and respect for other cultural perspectives., 7. Interact professionally with others.)

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

Department Website URL:
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: New CPIS website in progress.
Other:

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

Curriculum Map File(s) from 2018:

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 SLOs

6) 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.

Faculty workshopped, refined and revised rubrics for SLO 1 and 4. Faculty committee will begin to draft rubrics for SLOs 2 and 3.

The faculty collected data on MA program SLOs 1, 4,  and 5.  Data evaluated came from MA students enrolled in PACS 601, 602, and 603.

Faculty used results to make programmatic changes. First we realized SLO6 was insufficiently supported through coursework and instruction and we removed it from the program learning outcomes for the time being. Currently, we are considering alternative topical areas relevant to students' interests and Pacific Studies, such as environmental knowledge and sustainability in Oceania.

Further, we are working to design a clearer protocol for assessment of student comprehensive exams, theses, and portfolios.

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.

SLO1: 6 (3 from 602, 3 from 603)

SLO 4: 8 (2 from 601, 3 from 602 and 3 from 603)

SLO 5: 10 (3 from 601, 4 from 603, 3 from 690)

TOTAL: 19

Materials were only collected from PACS MA students and 50% of student samples were randomly selected for evauation by all faculty. Each faculty member evaluated each item.

 

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.

The mean score for SLO1 was 3.5; 100% scored 2 or higher; (and also 100% scored a 3 or higher).

The mean score for SLO4 was 3.06; 100% scored 2 or higher, 63% scored 3 or higher.

The mean score SLO5 was 2.02; 50% scored 2 or higher.

No data was available for SLO6, as referenced earlier.

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.

Result indicated a need to set standards for each SLO.

Results also indicated that data and rubrics need better alignment, particularly with SLO5, which requires major revision to be applicable to our students' activities and research requirements. 

Faculty are currently finalizing procedures for use to assess all SLOs through in comprehensive exams and theses/protfolios. THis will begin in Spring 2019.

Discussions currently underway as a result of assessment results are: A reconsideration of admissions standards, collecting evidence from 100% of PACS MA students for annual assessment activities, creating two significant assessment points at proposal defense and thesis/portfolio defense.

Course changes resulting from assessment results were identified in PACS 603 as the enhancement of instruction targeting Pacific Islands Studies as a specialized filed of knowledge; engaging in more theory and providing more resources to explore theory in Pacific Studies; and providing detailed content regarding indigenous methodologieies and their application.

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.

Use of a template shared by Dr. Yao HIll (Manoa Assessment office) was extremely helpful in interpreting data.

THe small number of students sampled might not accurately reflect our MA program outcomes. We have determined that more meaningful data about our program outcomes is possible if we assess 100% of MA student data, collected in PACS courses, and through comps and final theses/portfolios.

We seek to better understand the larger picture of our program, including admissions practices, and to utilize data of 100% of our MA students.

17) If the program did not engage in assessment activities, please justify.