Program: Asian Studies (MA)
Date: Fri Nov 09, 2018 - 11:50:41 am
1) Program Student Learning Outcomes (SLOs) and Institutional Learning Objectives (ILOs)
1. Possess an advanced understanding of at least one (1) Asian language. This means college-level fluency in reading, writing, speaking at the 302 level of a language relevant to the students area of concentration.
(1. Demonstrate comprehensive knowledge in one or more general subject areas related to, but not confined to, a specific area of interest., 5. Proficiently communicate and disseminate information in a manner relevant to the field and intended audience., 7. Interact professionally with others.)
2. Demonstrate an understanding of issues and problems in the arts, humanities, and social sciences as related to Asia.
(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., 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.)
3. Demonstrate the ability to understand research and conduct research using at least one of the methodologies of various disciplines i.e. humanities, arts and social sciences.
(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. 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.)
4. Demonstrate ability in integrating all of the above factors in a final major research project (either Plan A or B)
(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. 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 asneeded.
Student Handbook. URL, if available online: http://manoa.hawaii.edu/asianstudies/wordpress/wp-content/uploads/2018/05/Grad-Handbook-2018-19.pdf
Information Sheet, Flyer, or Brochure URL, if available online:
UHM Catalog. Page Number:
Course Syllabi. URL, if available online:
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.
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):
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?
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.)
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)
8) Briefly explain the assessment activities that took place.
We continue to utilize the template created to assess course outcomes. Professors were able to list each course SLOs and assign a student achievement value.
Exit interviews were conducted with students completing their MA programs in order to review program strengths and weaknesses. Program relevance and cohesion were also examined.
Students were also surveyed during advising sessions to gauge MA course requirements and relevance.
A brown bag lunch session was instituted to create a venue for students and faculty to discuss program expectations, relevance and cohesion.
9) What types of evidence did the program use as part of the assessment activities checked in question 7? (Check all that apply.)
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: Alumni contact to assess program goals and expectations.
10) State the number of students (or persons) who submitted evidence that was evaluated. If applicable, please include the sampling technique used.
Approximately 80 students were surveyed using student evaluations of courses, exit interviews and advising surveys.
11) Who interpreted or analyzed the evidence that was collected? (Check all that apply.)
Ad hoc faculty group
Persons or organization outside the university
Advisors (in student support services)
Students (graduate or undergraduate)
12) How did they evaluate, analyze, or interpret the evidence? (Check all that apply.)
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)
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: 100%
SLO 2: 91%
SLO 3: 93%
SLO 4: 91%
14) What best describes how the program used the results? (Check all that apply.)
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: Institution of a brown bag lunch to encourage student/faculty engagement in the program. Create a venue for informal exchange of ideas to improve program delivery.
15) Please briefly describe how the program used the results.
The assessment process indicated that our students were meeting SLOs, however, students indicated they still wanted a greater connection to other graduates within the program.
All graduate students in the Asian Studies program are required to take ASAN 600(Scopes and Methods) and this course is taught by geographic area. Those focusing in Japan enroll in ASAN 600J, those focused on China in ASAN 600C and so on. Students continue to meet in their respective 600 sections however, at least three sessions during the semester are reserved for group meetings between the 600 sections. Professors compile a list of discussion topics and readings for all students to review and discuss with the goal of creating a sense of community as well as formulating an intra-Asia focus of study.
The brown bag lunches each week were instituted to create a sense of community among both Asian Studies undergraduates, graduates, faculty and staff.
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 process has enabled the program to institute changes in our degree requirements that do not create barriers to graduation while maintaining a high level of academic achievement. The program has modified the language requirement to create uniformity across all Asian regions to lessen confusion regarding graduation requirements.
Exit interviews with students continue to indicate that students were drawn to the program because of the reputation not only of our faculty but the faculty througout UHM. The interdisciplinary nature of the degree program allowed students to work with faculty members across campus. Graduate students were also drawn to the diversity of course offerings at UHM as well as the multiracial mix of cultures represented at the university.