Unit: East Asian Languages & Literatures
Program: East Asian Languages & Literatures (MA)
Degree: Master's
Date: Thu Nov 19, 2020 - 2:38:32 pm

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

1. 1. Demonstrate comprehensive knowledge of linguistics (syntax, phonology, etc.) or literature (modern, pre-modern, etc.) in one of the three language concentrations (CJK).

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

2. 2. Critically review and synthesize empirical, theoretical, and/or critical inquiry approaches in linguistics or literary/cultural studies.

(2. Demonstrate understanding of research methodology and techniques specific to one’s field of study., 4. Critically analyze, synthesize, and utilize information and data related to one’s field of study.)

3. 3. Design and conduct research and/or scholarly inquiry using methodologies specific to linguistics or literary/cultural studies.

(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.)

4. 4. Conduct analysis of data or literary texts.

(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. 5. Present research designs and/or findings orally and in writing

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

6. 6. Demonstrate cultural and intercultural competencies and ethical considerations necessary for conducting scholarly inquiry.

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

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

Department Website URL: https://manoa.hawaii.edu/eall/program-learning-outcomes-for-eall-ma-program/
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 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 SLOs

6) 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.

  • On January 2018, a major changein curricula for our MA and PhD programs was approved (effect Fall 2018), which merged the three MA degrees (Chinese, Japanese and Korean) in to a single MA in East Asian Languages and Literatures, where students specialize in linguistics or literature research. 
  • The linguistics faculty examines the results of capstone papers and oral presentations to assess how effectively the program meets its learning objectives. The literature faculty regularly reviews comprehensive exams and masters theses using standards that align with the SLOs. The results of exit surveys were studied 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.

  • Oral defense, MA thesis, and capstone paper: 18 students graduated the program during the report period. All of them successfully defend their research results through their oral defenses, MA theses and/or capstone papers.
  • Participation in the College of LLL student exit survey: A total of 18 students graduating during the period from Fall 2018 to Spring/Summer 2020 were invited to
    respond and 17 students completed the survey (response rate=94%).

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.

  • All students who submitted MA Thesis or Capstone Papers met expectations as set forth in the SLOs.
  • All of the total 18 M.A. graduates except for one participated in the exit surveys, and, 15 of them indicated that they felt they had achieved all six 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 its findings/results.

  • As described earlier (Q8), our MA program underwent a major change in curriculum (effect Fall 2018), which merged the three MA degrees (Chinese, Japanese and Korean) in to a single MA in East Asian Languages and Literatures, where students specialize in linguistics or literature research. Following this change, we have been making a number of changes in our policies and procedures to unify, stremline, and elucidate the program requirements by incorporating the exit survey comments on various aspect of our MA program.
  • We have been updating our department website to provide students with clear and up-to-date information about our requirements and other aspects of our programs.
  • Our students' achievements were announced via our department website as well as a bulletin board in Moore Hall.  
  • In order to improve our students' co-curricular experience, we have created monthly graduate student meetings, where invited speakers discuss topics that our graduate students selected, and organized workshops and lectures on various topics in linguistics and literary studies with Chinese, Japanese and Korean. 

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.

N/A

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

N/A