Program: Chinese (BA)
Degree: Bachelor's
Date: Mon Nov 23, 2020 - 5:11:19 pm
1) Program Student Learning Outcomes (SLOs) and Institutional Learning Objectives (ILOs)
1. [ORAL] Engage in oral communication in Chinese in various social contexts, in linguistically and culturally appropriate ways.
(1a. General education, 1b. Specialized study in an academic field, 2c. Communicate and report, 3b. Respect for people and cultures, in particular Hawaiian culture)
2. [READING] Read and comprehend texts written in Chinese from a variety of genres and contexts (e.g., newspapers, essay collections, novels).
(1a. General education, 1b. Specialized study in an academic field)
3. [WRITING] Apply critical thinking and rhetorical skills to produce coherent written works and presentations in both English and Chinese.
(1a. General education, 1b. Specialized study in an academic field, 2a. Think critically and creatively, 2c. Communicate and report)
4. [RESEARCH] Use a variety of Chinese reference works and sources, including dictionaries and encyclopedias both in book form and on the internet.
(1a. General education, 1b. Specialized study in an academic field, 2b. Conduct research, 3a. Continuous learning and personal growth)
5. [RESEARCH] Conduct independent research on topics in Chinese literature and/or linguistics, and effectively communicate the results.
(1b. Specialized study in an academic field, 2b. Conduct research, 2c. Communicate and report)
6. [LINGUISTICS] Demonstrate an understanding of phonology, morphology, syntax, and semantics through analysis of words, phrases, and clauses from authentic Chinese samples.
(1b. Specialized study in an academic field)
7. [LITERATURE & CULTURE] Identify and describe major authors, works, features, forms, and styles of Chinese literature, both premodern and modern.
(1b. Specialized study in an academic field, 2c. Communicate and report)
8. [LITERATURE & CULTURE] Analyze and interpret works of Chinese poetry, prose, and drama, read both in translation and in the original Chinese, using terms appropriate to each genre.
(1b. Specialized study in an academic field, 2a. Think critically and creatively, 2b. Conduct research)
9. [LITERATURE & CULTURE] Situate and evaluate Chinese literature in its social, historical, intellectual, and religious contexts.
(1b. Specialized study in an academic field, 2a. Think critically and creatively, 2b. Conduct research)
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: p. 391 -92, p. 403-04 Course Syllabi. URL, if available online: http://manoa.hawaii.edu/eall/chinese-course-syllabus/ Other: 3) Please review, add, replace, or delete the existing curriculum map.
- File (11/24/2020)
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.
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 SLOs6) Did your program engage in any program learning assessment activities between November 1, 2018 and October 31, 2020?
Yes No (skip to question 17)7) What best describes the program-level learning assessment activities that took place for the period November 1, 2018 and October 31, 2020? (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) Investigate other pressing issue related to student learning achievement for the program (explain in question 8) Other: 8) Briefly explain the assessment activities that took place since November 2018.
Chinese secton faculty members (S. Jiang, L. Jiang, H. Wang and M.B. Yues) currently are condutctiong an assessment project titled "Creating a Rubric of Critical Thinking for Chinese Writing Intensive Courses" from June 1 – December 15, 2020. The collaborative discussions include (a) reviewing Chinese curriculum map of all 15 WI syllabi; (b) comparing and contrasting critical thinking related sections among these syllabi; (c) creating a rubric model and identifying courses to pilot this model; (d) finding results from the collected evidence and sharing findings to UHM faculty. Since the data collection cannot be done before December 15, and no result can be shared now. We expect to share our primilary results
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.
17 student invited and 16 students responded to the Chinese BA Student Exit Survey Results Fall 2019 – Spring/Summer 2020 sponsored by the LLL.
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 from the evaluation, analysis, interpretation of evidence (checked in question 12). For example, report the percentage of students who achieved each SLO.
In the Chinese BA Student Exit Survey Results Fall 2019 – Spring/Summer 2020Student self-reported answers to the question "To what degree do you feel you are able to attain your goals:: For total of 13 participants, Fully attained n=4 (31%); Mostly attained n=6 (46), Partly attainted n=2 (15%), not attained at all n=1 (7%).
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 its findings/results.
Based on the assessment results, the Chinese section is planning to revisit the Chinese regular BA and the Chinese Flagship BA requirements and to propose changes to make the two requirements streamlined and complimentary to each other. Revisions of SLOs will be proposed if it is necessary. The requirement revisit is expected to begin in spring 2021.
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.
None
17) If the program did not engage in assessment activities, please justify.
None