Program: French (BA)
Degree: Bachelor's
Date: Wed Nov 11, 2020 - 9:37:09 am
1) Program Student Learning Outcomes (SLOs) and Institutional Learning Objectives (ILOs)
1. 1. Read and comprehend texts written in French from a variety of genres and contexts, (e.g. newspapers, commercial materials, literature, etc.)
(1a. General education, 1b. Specialized study in an academic field, 2a. Think critically and creatively, 2b. Conduct research, 2c. Communicate and report, 3a. Continuous learning and personal growth)
2. 2. Analyze and demonstrate understanding of major French literary, philosophical, and artistic works, genres, periods, and topics.
(1a. General education, 1b. Specialized study in an academic field, 2a. Think critically and creatively, 2b. Conduct research, 3a. Continuous learning and personal growth)
3. 3. Engage in oral communication in French in various communicative contexts.
(1a. General education, 1b. Specialized study in an academic field, 2a. Think critically and creatively, 2c. Communicate and report, 3a. Continuous learning and personal growth)
4. 4. Engage in writing in French in various contexts and for various audiences, using correct grammar and demonstrating appropriate vocabulary, tone, and style for the context.
(1a. General education, 1b. Specialized study in an academic field, 2a. Think critically and creatively, 2b. Conduct research, 2c. Communicate and report, 3a. Continuous learning and personal growth)
5. 5. Conduct research on the language, literature, and/or culture of France and the French-speaking world using knowledge and skills learned in the program.
(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. 6. Demonstrate familiarity with the current events, traditional and popular culture, and social structures of the society/societies in which French is spoken.
(1a. General education, 1b. Specialized study in an academic field, 2a. Think critically and creatively, 3a. Continuous learning and personal growth, 3b. Respect for people and cultures, in particular Hawaiian culture)
2) Your program's SLOs are published as follows. Please update as needed.
Department Website URL: http://manoa.hawaii.edu/llea/
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.
- File (11/10/2020)
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.
From 2018 to 2020, as the graduate faculty was reduced sometimes to 2 faculty members, things have slowed down. The Covid-19 and online classes have been very difficult to handle our BA classes being mostly language and communication classes. We are in the process of reassassing our assessments.
The French Division use several different procedures for gathering evidence, such as
- Meetings between faculty members to discuss assessment issues;
-Meeting for undergraduates in the French BA, certificate, held with the undergraduate advisor
-BA exist survey were given to the faculty and analyzed by the Assessment coordinator, the undergradaute language coordinator, and the French Division Chair
- The language coordinator reads all of the student and peer evaluations of the French 101-202 studnets, and obseves all of rhe graduates teaching assistants. The Division chair reads all student evaluations of faculty, instructors, lecturers, and graduate assistants, and discusses those results with thos faculty members.
- Lecturers' classes are visited regularly. Syllabi are examined according to some criteria established two years ago.
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.
-4 full-time faculty (one on leave for several semesters, two on sabbatical), 2 instructors, 2 lecturers, 5-7 graduate-assistants: CAFE evaluations and narrative teaching evaluations
- replies by students to the Frech exit survey in 2019
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 order to adjust course offerings (providing more courses on translation or grammar for instance) BA exit surveys, student evaluations, meeting of French majors and ceriticate students, and faculty discussions were used. We have worked to adjust the BA requiremets and facilitate students' completion of the BA program in a timely manner, as well as encouraging study abroad.
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.
In order to adjust course offerings, providing more courses on translation or grammar for instance) BA exit surveys, student evaluations, meeting of French majors and ceriticate students, and faculty discussions were used. We have worked to adjust the BA requiremets and facilitate students' completion of the BA program in a timely manner, as well as encouraging study abroad.
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.
Our assessments reval high student satisfaction in teaching, mentoring, GA teaching, courses and degree programs. We are concerned about the loss of sections of FR 101 and 102 over the years because these sections are a reservoir of Certificate students and Majors. Less sections mean less Certificate students and Majors. However thanks to the creation of objective criteria in language classes we have managed to guarantee excellent instruction and therefore retention.