Degree Program Assessment Reports

1. Demonstrate comprehensive knowledge of three areas of specialization, along with an enhanced understanding of English as a discipline of study.

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

2. Demonstrate ability to apply advanced research methods and/or creative writing techniques. Demonstrate ability to map, historicize, and contextualize specialized areas.

(2. Demonstrate understanding of research methodology and techniques specific to one’s field of study.)

3. Apply one or more theoretical models in the study or production of literature, culture, or rhetoric/composition.

(3. Apply research methodology and/or scholarly inquiry techniques specific to one’s field of study.)

4. Employ close reading skills to analyze a range of texts, engaging with ethical, cultural, esthetic, and political issues salient to the archive they construct.

(4. Critically analyze, synthesize, and utilize information and data related to one’s field of study.)

5. Present their research findings to varied audiences, including specialists and non-specialists alike in both oral and written formats. Develop and practice college-level teaching skills.

(5. Proficiently communicate and disseminate information in a manner relevant to the field and intended audience.)

6. Engage in responsible and ethical research, including IRB training when conducting research with human subjects. Develop responsible frameworks and practices for work in English studies from our cultural location in Hawaii and the Pacific. Acquire and integrate other disciplinary perspectives.

(6. Conduct research or projects as a responsible and ethical professional, including consideration of and respect for other cultural perspectives.)

7. Demonstrate written and oral ability to place creative and/or scholarly work within broader artistic and/or critical conversations with peers, students, and established scholars/writers as well as in publication.

(7. Interact professionally with others.)

Curriculum Map File(s) from 2020:

• File (10/07/2020)

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

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:

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:

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: First Year Writing Director, ILP Coordinator, Graduate Director, Associate Chair, Associate Dean of LLL

Assessment Activity 1: New GA & Instructor Pre-Semester Orientation Survey (Fall 2018 & Fall 2019)

The F18 and F19 results were fairly similar.  Survey takers indicated that the most helpful aspects of the week-long orientation were the mock class and the experienced GAs sharing their experiences.  When asked whether there were topics not covered that they would suggest for future orientations, answers ranged from dealing with students' personal issues, having undergraduate students in the mock class sessions rather than graduate students, and designing the syllabus earlier in the orientation. The F18 survey responses included two requests for a session on grading.

 

Assessment Activity 2: ILP Workshop Series Survey (Spring 2019)

Survey takers indicated that the most helpful workshops were those on subtitles, course descriptions, book orders, syllabi, and classroom activities.  When asked for recommendations to improve the workshop series, several survey takers suggested changing the series schedule into fewer workshops of longer duration, or an intensive workshop over several consecutive days.

 

 

Assessment Activity 3: PhD Student Exit Survey (Students graduating from Fall 2017 to Summer 2020)

The majority of the 20 students indicated they felt "Very Well" prepared on each of the SLOs.  Note that these are superceded SLOs.

“To what extent do you feel prepared for the following?”

	1 Not at All	2	3 Adequately	4	5 Very Well	No Response
1. Understand the discipline of English today and its relationship to other disciplines	0	0	1	6	13	0
2. Demonstrate awareness of the contributions of Oceanic and/or Asian cultures to the formation of the field of English Studies in the 21st Century	0	1	3	4	12	0
3. Understand advanced research methods and/or creative techniques	0	0	2	5	13	0
4. Demonstrate advanced critical analysis in both written and oral formats	0	0	0	7	13	0
5. Demonstrate ability to map, historicize and contextualize 3 specialized sub-fields	0	0	1	6	13	0
6. Demonstrate advanced research and or creative skills for book-length publication	0	0	3	6	10	1

 

Assessment Activity 4: Tracking written and oral student achievements (Fall 2017 - Spring 2020)

36 PhD students reported on their publications, conference papers and colloquia, and readings and events.

Assessment Activity 1: New GA & Instructor Pre-Semester Orientation Survey (Fall 2018 & Fall 2019)

The First Year Writing Director reviewed the survey results with the Department Chair, Associate Chair, and Graduate Director.  Survey responses were used to improve subsequent orientations.  The Fall 2017 survey takers indicated that hearing from experienced GAs would be helpful, so subsequent orientations have included this.  The Fall 2018 survey takers indicated that having a session on grading would be helpful, so subsequent orientations have included this.

 

Assessment Activity 2: ILP Workshop Series Survey (Spring 2019)

The ILP Coordinator reviewed the survey results with the Department Chair, Associate Chair, and Graduate Director.

 

 

Assessment Activity 3: PhD Student Exit Survey (Students graduating from Fall 2017 to Summer 2020)

The surveys were reviewed and discussed by the Graduate Program Committee.

 

Assessment Activity 4: Tracking written and oral student achievements (Fall 2017 - Spring 2020)

Achievements are posted on the department's website to celebrate students' success. There is ample evidence of strong engagement and professionalization on the part of our PhD students.