Program: Korean (BA)
Degree: Bachelor's
Date: Mon Nov 16, 2020 - 7:46:00 am
1) Program Student Learning Outcomes (SLOs) and Institutional Learning Objectives (ILOs)
1. [SLO1: ORAL] Engage in oral communication in Korean in various social contexts, in linguistically and culturally appropriate ways.
(1a. General education, 1b. Specialized study in an academic field, 2c. Communicate and report)
2. [SLO2: READING] Read and comprehend texts written in Korean from a variety of genres and contexts (e.g., newspapers, essay collections, novels).
(1a. General education, 1b. Specialized study in an academic field, 3b. Respect for people and cultures, in particular Hawaiian culture)
3. [SLO3: WRITING] Apply critical thinking and rhetorical skills to produce coherent written works and presentations in both English and Korean.
(1a. General education, 1b. Specialized study in an academic field, 2a. Think critically and creatively, 2c. Communicate and report)
4. [SLO4: RESEARCH] Use a variety of Korean 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, 2a. Think critically and creatively, 2b. Conduct research, 3a. Continuous learning and personal growth)
5. [SLO5: RESEARCH] Conduct independent research on topics in Korean literature and/or linguistics, and effectively communicate the results.
(1a. General education, 1b. Specialized study in an academic field, 2a. Think critically and creatively, 2b. Conduct research, 3a. Continuous learning and personal growth)
6. [SLO6: LINGUISTICS] Demonstrate an understanding of phonology, morphology, syntax, and semantics through analysis of words, phrases, and clauses from authentic Korean samples.
(1a. General education, 1b. Specialized study in an academic field)
7. [SLO7: LITERATURE] Identify and describe major authors, works, features, forms, and styles of Korean literature, both pre-modern and modern.
(1a. General education, 1b. Specialized study in an academic field)
8. [SLO8: LITERATURE] Analyze and interpret works of Korean poetry, prose, and drama, read both in translation and in the original Korean, using terms appropriate to each genre.
(1a. General education, 1b. Specialized study in an academic field, 2a. Think critically and creatively, 3b. Respect for people and cultures, in particular Hawaiian culture)
9. [SLO9: LITERATURE] Situate and evaluate Korean literature in its social, historical, intellectual, and religious contexts.
(1a. General education, 1b. Specialized study in an academic field, 2a. Think critically and creatively, 3b. Respect for people and cultures, in particular Hawaiian culture)
10. [SLO FLAGSHIP1: SPEAKING] Engage in oral communication in Korean 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)
11. [SLO FLAGSHIP2: SPEAKING] Express opinions and ideas by using professional-level vocabulary and formal expressions
(1a. General education, 1b. Specialized study in an academic field)
12. [SLO FLAGSHIP3: READING] Read and comprehend professional-level Korean materials from a variety of genres and contexts (e.g., newspaper or internet articles, books, etc.)
(1a. General education, 1b. Specialized study in an academic field)
13. [SLO FLAGSHIP4: LISTENING] Listen, comprehend and analyze Korean audio/video materials from a variety of genres and contexts (e.g., news, documentary, talk shows, etc.)
(1a. General education, 1b. Specialized study in an academic field, 2c. Communicate and report)
14. [SLO FLAGSHIP5: WRITING] Apply critical thinking and rhetorical skills to produce coherent written works and presentations in Korean only
(1a. General education, 1b. Specialized study in an academic field, 2a. Think critically and creatively, 2c. Communicate and report)
15. [SLO FLAGSHIP6: RESEARCH] Use a variety of Korean 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, 2a. Think critically and creatively, 2b. Conduct research, 3a. Continuous learning and personal growth)
16. [SLO FLAGSHIP7: RESEARCH] Conduct independent research on students major-related topics in Korean, and effectively communicate the results
(1a. General education, 1b. Specialized study in an academic field, 2a. Think critically and creatively, 2b. Conduct research, 3a. Continuous learning and personal growth)
2) Your program's SLOs are published as follows. Please update as needed.
Department Website URL: https://www.hawaii.edu/eall/korean/
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: https://www.hawaii.edu/eall/korean/kor-courses/ Other: http://koreanflagship.manoa.hawaii.edu/programs/m-a-in-korean-for-professionals/3) Please review, add, replace, or delete the existing curriculum map.
- File (11/16/2020)
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.
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.
- An in-house ACTFL OPI test was taken by all Flagship students to assess their speaking skills over time on a regular basis (three times a year).
- An official ACTFL OPI test was administered through the American Council for Education and Language Testing International (LTI) at the end of the capstone program to assess Korean Flagship capstone students’ speaking skills (once before graduation).
- Mock TOPIK test was taken by all Flagship students to assess their reading, listening, and writing skills over time on a regular basis (three times a year).
- Official Korean Flagship Reading and Listening tests were administered through the American Council for Education to assess Korean Flagship capstone students’ speaking skills (once before graduation).
- Routine assessment tests were incorporated into the curriculum for better assessment.
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.
[Korean Flagship BA]
- OPI test: 144 students
Fall 2018: 13 students; Spring, Summer, and Fall 2019: 82 students and Spring and Summer 2020: 49 students.
- Test of Proficiency in Korean (TOPIK): 12 capstone students (7 in 2019 and 5 in 2020)
- Mock Test of Proficiency in Korean (TOPIK): 144 students
- Official Korean Flagship Reading and Listening tests: 12 capstone students (7 in 2019 and 5 in 2020)
- Exit survey: 16 graduating students were invited, of which 15 participated in an exit survey including self-reports of SLO achievements
[Korean regular BA]
· Exit survey: 21 graduating students were invited, of which 20 participated in an exit survey including self-reports of SLO achievements
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.
[Flagship Korean BA Official OPI]
· SLO FLAGSHIP1, SLO FLAGSHIP2: 13 out of 15 students received advanced-low or higher in speaking (OPI) tests (87%).
[Flagship Korean BA Official Reading and Listening tests]
· SLO FLAGSHIP3, SLO FLAGSHIP4, SLO FLAGSHIP5: 15 out of 15 students received advanced-low or higher in Reading and Listening tests (100%).
[Flagship Korean BA Exit Survey]
· Exit survey result: 15 out of 16 graduating students participated in the exit survey
SLO FLAGSHIP1: 16 out of 15 students responded that their achievement was adequate or higher (100%).
SLO FLAGSHIP2: 13 out of 15 students responded that their achievement was adequate or higher (86%).
SLO FLAGSHIP3: 15 out of 15 students responded that their achievement was adequate or higher (100%).
SLO FLAGSHIP4: 15 out of 15 students responded that their achievement was adequate or higher (100%).
SLO FLAGSHIP5: 14 out of 15 students responded that their achievement was adequate or higher (93%).
SLO FLAGSHIP6: 15 out of 15 students responded that their achievement was adequate or higher (100%).
SLO FLAGSHIP7: 14 out of 15 students responded that their achievement was adequate or higher (93%).
[Regular BA Exit Survey]
· Exit survey: 20 out of 21 students responded to all of the SLOs
SLO1: 20 out of 20 students responded that their achievement was adequate or higher (100%).
SLO2: 20 out of 20 students responded that their achievement was adequate or higher (100%).
SLO3: 19 out of 20 students responded that their achievement was adequate or higher (95%).
SLO4: 18 out of 20 students responded that their achievement was adequate or higher (90%).
SLO5: 18 out of 20 students responded that their achievement was adequate or higher (90%)
SLO6: 20 out of 20 students responded that their achievement was adequate or higher (100%).
SLO7: 19 out of 20 students responded that their achievement was adequate or higher (95%)
SLO8: 19 out of 20 students responded that their achievement was adequate or higher (95%).
SLO9: 17 out of 20 students responded that their achievement was adequate or higher (85%).
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.
The regular BA program was modified to meet the students’ needs and strengthen the curriculum: (a) removed the non-departmental elective requirement (3 credits), and changed the requirement for the departmental electives from 9 credits to 12 credits (b) added EALL 360 (which covers Chinese, Japanese, and Korean literature) and KOR 313 (a newly developed 300 level Korean literature course) to the BA major and minor course list.
With these changes, major students will have the choice to take more courses within the departmental electives rather than reaching out to other departments. Students can choose to take 4 elective courses among a variety of 16 Korean and EALL electives, which include Korean drama, film, media, and literature courses. Students have expressed a strong interest in taking more courses within the Korean program and the Department, as we offer multiple Writing Intensive, Oral Communication, and Ethics Focus Designation courses. These changes will allow students to have more flexibility in designing their schedules and fulfill their focus designation requirements on time for their graduation.
[Flagship specific]
- Students participated regularly in externally developed assessment tests (TOPIC and OPI).
- To improve students’ oral proficiency, non-credit free talking sessions were implemented
- Each student was assigned a Faculty advisor and the results of the assessment tests were used to provide individual consultation and advising.
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.
Other than the exit survey, which is a self-assessment of SLOs, Korean Flagship BAs are now assessed on regular basis (3 times a year; fall, spring, summer) using OPI (SLO FLAGSHIP1, 2), TOPIK (SLO FLAGSHIP 3,4,5). The results are used to provide individual counseling, advising, and curriculum development.
17) If the program did not engage in assessment activities, please justify.
N/A