Unit: East Asian Languages & Literatures
Program: East Asian Lang & Lit: Japanese (MA)
Degree: Master's
Date: Sun Sep 27, 2009 - 1:46:25 pm

1) List your program's student learning outcomes (SLOs).

M.A. in Japanese Language and Linguistics

1. Knowledge Base of Language and Linguistics
(a) Demonstrate familiarity with general topics and concepts fundamental to the field of Japanese linguistics, including, historical linguistics, phonology, pedagogy, and syntax, and sociolinguistics.
(b) Demonstrate comprehensive knowledge of key issues and theoretical approaches in the area of their specialization

 2. Utilization of Research
(a) Review critically the purposes, approaches, designs, and analyses of published research in the field
(b) Conduct research (i.e., systematic and principled investigation) of the field and present the work orally and as a research paper.

3. Professionalism
(a) Write a research abstract and submit it the (major) conferences in the filed
(b) Communicate effectively and productively with a group of peers/colleagues regarding research, teaching or other professional matters.
(c) Design and teach Japanese language skill courses 

M.A. in Japanese Literature

[In addition to the B.A. SLOs,] recipients of the M.A. in Japanese literature should be able to:

1. Read primary Japanese literary texts of all major periods with appropriate academic tools. 
2. Read annotations in standard literary editions (e.g. Nihon koten bungaku taikei), use standard reference works (e.g. Koten bungaku daijiten), and read secondary sources in Japanese with authority. 
3. Narrate a basic literary history of Japan. 
4. Demonstrate an ability to apply major Western and traditional East Asian theoretical and critical approaches to works of Japanese literature. 
5. Conduct original research in his/her area of specialization.

2) Where are your program's SLOs published?

Department Website URL: http://www.hawaii.edu/eall/jpn/grad.html
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: SLOs will be published in the Department website soon

3) Upload your program's current curriculum map(s) as a PDF.

Curriculum Map File(s) from 2009:

4) What percentage of courses have the course SLOs explicitly stated on the course syllabus, department website, or other publicly available document? (Check one)


5) State the SLO(s) that was Assessed, Targeted, or Studied

 All SLOs were targeted.

6) State the Assessment Question(s) and/or Goal(s) of Assessment Activity

Curriculum committees in each academic program regularly review data such as enrollment figures, results of diagnostic and comprehensive examinations, and student surveys to assess how effectively it meets its objectives (satisfaction with the program, learning outcomes in terms of publications and conference presentations, plans after graduation, suggestions for program improvement, etc).

7) State the Type(s) of Evidence Gathered

1. Thesis/comprehensive exams. All MA programs culminate in capstone projects (thesis or comprehensive examination). In addition the graduate programs encourage their students to present their work at national and international conferences.

2. Participation in the College of LLL student exit survey. For details of this survey, please see the report posted online   

In Spring 2009, a total of 9 graduating MA/PhD students in EALL responded to the survey (53% response rate): 2 MA in Chinese, 4 in MA/PhD in Japanese, and 1 PhD in Korean.

3. Monitoring postgraduate professional activities and achievements. The department's Graduate Student Services Specialist makes use of limited time and resources to monitor postgraduate professional activities and achievements.  This information is compiled and published each semester in a newsletter which is distributed to faculty, graduate students, and interested community members as well as to peer programs at other institutions, and posted on the department website.

Link to the EALL newsletters: http://www.hawaii.edu/eall/nl/index.html

8) State How the Evidence was Interpreted, Evaluated, or Analyzed

Within each individual course, the course instructor interprets evidence of student learning.

Within each program, the student's advisor and committee monitor student progress through the program and achievement of its objectives.

Also, the graduate faculty in each program rank orders graduate students annually for tuition waiver eligibility based on their overall level of academic achievement. Applicants for graduate assistantships are evaluated in a similar way.

9) State How Many Pieces of Evidence Were Collected

See #7

10) Summarize the Actual Results

We will make specific assessment results  available to the AO upon request.

Also, the 2009 EALL exit survey summary report will be available from the department/college upon request.

11) Briefly Describe the Distribution and Discussion of Results

The Spring 2009 survey data were distributed among EALL graduate faculty members. We discussed the results at a recent EALL graduate faculty meeting.

Other types of data on student learning are normally discussed in individual sections.

12) Describe Conclusions and Discoveries

See #13

13) Use of Results/Program Modifications: State How the Program Used the Results --or-- Explain Planned Use of Results

The following program modifications were made based on information gathered about our students' learning experiences and outcomes:

1. We will make information about our graduate courses more accessible to our students (e.g., post them on the department website) 

2.  In the Japanese Linguistics section, we are discussing major changes in the graduation requirements for MA in Japanese Linguistics (e.g., course requirements, exit requirements, etc.)

14) Reflect on the Assessment Process

We will develop strategies for improving the response rate of the exit survey.

15) Other Important Information

 In order to better respond to the internal and external needs for assessment, the EALL Assessment Committee has been formed.  

16) FOR DISTANCE PROGRAMS ONLY: Explain how your program/department has adapted its assessment of student learning in the on-campus program to assess student learning in the distance education program.

17) FOR DISTANCE PROGRAMS ONLY: Summarize the actual student learning assessment results that compare the achievement of students in the on-campus program to students in the distance education program.