Unit: Asian Studies
Program: Asian Studies (BA)
Degree: Bachelor's
Date: Thu Nov 15, 2018 - 6:59:52 am

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

1. Students possess basic skills in at least 1 Asian language. Demonstrate college-level fluency in reading, writing, speaking at basic and intermediate levels.

(1a. General education)

2. Students can demonstrate a basic understanding of the interrelationship of economy, politics, literature, religion, the arts, history of Asian countries. Demonstrate an understanding of major themes in Asian history and cultural development. Be able to explain how Asian Studies is constituted in the West. Be able to explain the ways in which global forces have interacted with the Asian regional context in shaping the character and course of societies in Asia today.

(1a. General education)

3. Students can demonstrate an advanced understanding of two Asian countries or regions (example Southeast Asia) Be able to explain Asian world views Be able to explain intra-Asian as well as West vs Asia differences Be able to analyze and interpret specific issues in research projects

(1b. Specialized study in an academic field, 2b. Conduct research)

4. Students can find and evaluate sources of information about Asia Be able to use the library to find appropriate sources of information for a research project Be able to evaluate the probable quality sources found on the web

(2a. Think critically and creatively, 2b. Conduct research, 3a. Continuous learning and personal growth)

5. Students conduct and communicate research findings Be able to outline, organize and present a research project Be able to design and deliver a presentation that communicates key findings of their research

(2a. Think critically and creatively, 2b. Conduct research, 2c. Communicate and report)

6. Students gain a greater appreciation of the variety of human experience. Make students open to different and creative ways of seeing the world. Foster a spirit of inquiry so that received mainstream knowledge is never accepted uncritically.

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

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

Department Website URL: https://manoa.hawaii.edu/asianstudies/?page_id=58#learning%20objectives
Student Handbook. URL, if available online:
Information Sheet, Flyer, or Brochure URL, if available online: Available on our new Asian Studies Brochure.
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 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 premise in Asian Studies continues to be that student achievement as stated in the SLOs can be and should be guauged by the letter grade awarded at the end of the semester.  A template for evaluating this premise was created for professors/instructors to analyze their classes by listing the stated SLOs and the percentage of students achieving the stated SLOs.  These outcomes are reflected in their grades through class discussions, presentations, writing assignments and examination.

In addition we continue to use student evaluations of our courses to see if student expectations have been met in each course. Comments are reviewed to see if the professor/instructor perceptions of student attainments are reflected in student evaluations. Exit interviews are conducted by the academic advisor asking students to give their overall impression of the program, course offerings, quality of instruction, cohesiveness in their educational experience.  In addition, students are asked to comment on improvements the program could make to enhance their educational experience as well as reflect on their future plans and how the program affected their choices and ability to move forward.

Over the last few years, we have started to conduct "climate" interviews during advising sessions.  Students are asked to comment on their course experience, improvements they feel could be made in the program, course relevance and any improvements they think could be made to enhance their overall educational experience at UHM.

Asian Studies has a curriculum committee that not only reviews new course offerings but also considers program cohesion in course offerings.  Student comments as well as instructor review of student achievement within their coursess will often guide curriculum decisions.

 

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: Currently designing a student survey for our entry level Asian Studies courses.
Other 2:

10) State the number of students (or persons) who submitted evidence that was evaluated. If applicable, please include the sampling technique used.

Total number of students/persons submitting evidence to be evaluated: approximately 360

This number included all students evaluated through class work, sumission of end of semester class reviews and exit interiews conducted with graduating students.

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.

SLO 1:  86%  All Asian Studies majors are required to take an Asian Language up to the intermediate level (201-202).  Exceptions are made for students who are unable to complete the language requirement due to learning disabilities as certified by Kokua Services.  Students unable to complete the language requirement must complete four semesters of a culture course.  An example would be students who would have normally taken Japanese as their language, would take 4 courses related to Japanese culture.

SLO 2:  70%

SLO 3:  71%

SLO 4:  70%

SLO 5:  65%  This percentage has led to several discussions among faculty members regarding encouraging and mentoring of undergraduate research projects as well as instituting a capstone project.

SLO 6:  88%

 

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.

There is an ongoing discussion regarding program cohesion and scaffolding of skills taught.  This discussion resulted in the requirement to make both ASAN 310 (humanities based) and ASAN 312 (Social science based) a major requirement.  The requirement to take both courses provides our students with a solid foundation to successfully complete the major.  Currently, ASAN 201 and ASAN 202 the entry level courses for our majors are being reviewed for instructional cohesion. 

The survey results and evaluations by professors/instructors has led to several discussions regarding institution of capstone projects emphasizing independent student research.

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.

Student interviews continue to reveal ways in which the program can recruit new students into the major as well as ways to adjust our major requirements so they are not a barrier to completing a degree program.

1.  Asian Studies dropped the requirement of 60 upper division credits to 45 to be in line with other majors at UHM.  Our interviews with students however revealed that the requirement of 60 upper division credits was not onerous to many of our students.  Our majors continue to pursue either a concurrent degree or a minor making the original 60 UD credit requirement moot. 

2.  University wide surveys indicate that the majority of students at UHM prefer 300 level courses rather then 400 level.  Interviews with graduating and ongoing students in Asian Studies however has shown that our students enjoyed the challenge of the 400 level courses.  Many indicated that they appreciated the expertise of the professor in these courses as well as the level of detail presented in these courses.  

3.  Assessment revealed:  a.  Students are drawn to the Asian Studies major because of the muti-disciplinary nature of the major

                                           b.  The number of Asian languages offered at UHM continues to be a draw

                                           c.   Ability to study with internationally recognized experts in Asian Studies.

 

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