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Unit: East Asian Languages & Literatures
Program: East Asian Lang & Lit: Japanese (MA)
Degree: Master's
Date: Fri Nov 16, 2018 - 11:33:44 am

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

1. Japanese Language and Linguistics - Utilization of Research: Write a research abstract and submit it the (major) conferences in the filed

(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., 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. Japanese Language and Linguistics - Knowledge Base of Language and Literatures: Demonstrate familiarity with general topics and concepts fundamental to the field of Japanese linguistics, including, phonology, pedagogy, and syntax, and sociolinguistics

(1. Demonstrate comprehensive knowledge in one or more general subject areas related to, but not confined to, a specific area of interest.)

3. Japanese Language and Linguistics - Knowledge Base of Language and Literatures: Demonstrate comprehensive knowledge of key issues and theoretical approaches in the area of their specialization

(1. Demonstrate comprehensive knowledge in one or more general subject areas related to, but not confined to, a specific area of interest.)

4. Japanese Language and Linguistics - Utilization of Research: Review critically the purposes, approaches, designs, and analyses of published research in the field.

(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.)

5. Japanese Language and Linguistics - Utilization of Research: Conduct research (i.e., systematic and principled investigation) of the field and present the work orally and as a research paper

(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.)

6. Japanese Literature: Read primary Japanese literary texts of all major periods with appropriate academic tools.

7. Japanese Literature: Read annotations in standard literary editions, use standard reference works, and read secondary sources in Japanese with authority.

8. Japanese Literature: Narrate a basic literary history of Japan.

(1. Demonstrate comprehensive knowledge in one or more general subject areas related to, but not confined to, a specific area of interest.)

9. Japanese Literature: Summarize and evaluate the critical reception of Japanese literature, past and present.

(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.)

10. Japanese Literature: Situate and evaluate Japanese literature in its social, historical, intellectual, and religious contexts.

11. Japanese Literature: Utilize literary theory, both western and traditional East Asian.

12. Japanese Literature: Conduct original research in his/her area of specialization.

13. Japanese Language and Linguistics - Professionalism: Communicate effectively and productively with a group of peers/ colleagues regarding research, teaching or other professional matters.

(5. Proficiently communicate and disseminate information in a manner relevant to the field and intended audience., 7. Interact professionally with others.)

14. Japanese Language and Linguistics - Professionalism: Design and teach Japanese language skill courses

(5. Proficiently communicate and disseminate information in a manner relevant to the field and intended audience., 7. Interact professionally with others.)

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

Department Website URL: https://www.hawaii.edu/eall/jpn-grad-programs/

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:

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

Curriculum Map File(s) from 2018:

File (10/02/2019)

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.

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):

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 faculty in Japanese Linguistics examines the results of capstone papers and oral presentations to assess how effectively the program meets its learning objectives. The faculty in Japanese literature regularly reviews comprehensive exams and masters theses using standards that align with the SLOs. Both programs look at exit surveys to gauge student self-evaluations regarding SLOs.

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.

Japanese Linguistics: Seventeen students completed the M.A. during the period. All of them wrote Capstone Papers, which were assessed by two faculty members using the SLOs.

JPN Literature: Three students completed their M.A. degrees during the period from AY 2015-16 to AY 2017-18, two thesis and one non-thesis. The theses and the comprehensive exam taken by the non-thesis candidate were graded by at least two faculty members using standards that align with the SLOs.

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.

Japanese Linguistics: All seventeen students who submitted Capstone Papers met expectations as set forth in the SLOs. Five students (29.4%) went on to the PhD.

Japanese Literature: Program standards that align with the SLOs were used to evaluate the 2 theses and the 1 comprehensive exam submitted by the three students who completed the M.A. program. The 2 theses demonstrated that students had achieved SLOs 1-7. The comprehensive exam results showed that the student choosing the non-thesis route had achieved SLOs 1-6.

Of the 3 students who completed the M.A. in Japanese literature, 2 were admitted to our Ph.D. program, another sign that outcomes had been reached. The third student did not apply.

A majority of the total 20 M.A. graduates participated in the exit surveys, and, with a few exceptions, most of the respondents indicated that they felt they had achieved the SLOs adequately to very well.

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 response to exit survey comments on graduate program requirements, we have streamlined and unified requirements across all graduate programs in our department. We are currently updating our department website to provide students with clear and up-to-date information about our requirements and other aspects of our programs. In order to improve our students' co-curricular experience, we have developed opportunities such as workshops, lectures, and conferences. These co-curricular activites are deeply enriched by our department's new relationships with the National Institute of Japanese Language and Linguistics and the National Institute for Japanese Literature.

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.

We continue to have questions about how assessment results are used beyond the department level.

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

Assessment activities were conducted as reported above.