Unit: Languages & Literatures of Europe and the Americas
Program: Classics (BA)
Degree: Bachelor's
Date: Wed Nov 07, 2018 - 8:30:12 am

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

1. Demonstrate a broad yet holistic understanding of the history and culture of Ancient Greece and Rome including its language, literature, art, philosophy, politics, and religion.

(1a. General education, 2a. Think critically and creatively)

2. Recognize several major areas of scholarly inquiry within the discipline of classics as well as problems particular to foundational texts, institutions, and historical periods in the ancient world.

(1b. Specialized study in an academic field, 2a. Think critically and creatively, 2b. Conduct research)

3. Contribute to the areas of inquiry/problems that define the discipline of classics using a variety of ancient media as well as modern research tools and standards specific to classics and the humanities in written and oral presentations.

(1b. Specialized study in an academic field, 2a. Think critically and creatively, 2b. Conduct research, 2c. Communicate and report)

4. Recognize both the contribution of Greco-Roman civilization to world culture and the ways in which this civilization diverges from our own.

(1a. General education, 3b. Respect for people and cultures, in particular Hawaiian culture, 3d. Civic participation)

5. Develop an affinity for the study of the humanities and Greco-Roman culture in particular, which they will continue to pursue and enjoy throughout their lives.

(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 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: Classics B.A. Curriculum Map
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.

The Classics Program funded a review, conducted by Dr. Timothy Barnes, of current Latin textbook offerings with the goal of modifying our longstanding Latin language curriculum, which has remained unchanged for 30+ years. In forming his recommendations, Dr. Barnes provided a thorough written overview of current Latin textbooks, and textbook reviews, and pedaogical approaches to the ancient languages.

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.

Our review of the current Latin curriculum was primarily based on Dr. Barnes' review of current Latin pedagogy, which made the outmoded nature of our current approach abundantly cldar, and did not involve objective assessment of our students' Latin performance.

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: Students were asked to provide feedback on the current Latin textbook and on potential replacement textbooks.

13) Summarize the results of the assessment activities checked in question 7. For example, report the percentage of students who achieved each SLO.

Based on our assessment activities, we have narrowed the "candidates" for a replacement Latin textbook down to two, and will be making a final decision within the next month (i.e. by the end of November 2018).

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.

As mentioned in response to Q13, we have narrowed our list of potential new Latin textbooks down to two "finalists", and will be making a decision on the textbook we will adopt in Fall 2019 by the end of November 2018.

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.

Involving students in decision-making processes regarding pedagogy has been remarkably helpful. Their insights--e.g. into the effect of paper quality, font size, concept and cultural presentation, and the "politics" of Latin textbooks--have helped guide our decision more than I initially would have thought.

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

N/A