Program: East Asian Lang & Lit: Japanese (PhD)
Date: Sun Sep 27, 2009 - 1:50:24 pm
1) List your program's student learning outcomes (SLOs).
Japanese Language and Linguistics
1. Demonstrate comprehensive knowledge about the field, especially in areas of their expertise and its connection of related areas of research
2. Evaluate the purposes, approaches, designs, and analyses of published research in areas of their expertise
3. Produce scholarly work at the level of quality adequate for publication
4. Establish membership in their field and develop their presence in that discipline
5. Design and teach graduate-level courses in the areas of their specialization
6. Handle a job interview and job talk
[In addition to the M. A. SLOs,] recipients of the Ph.D. in Japanese literature should be able to:
1. Demonstrate an understanding of current secondary literature in the field by critically engaging the arguments of major scholars.
2. Produce a significant and original contribution to current scholarly discourse in his/her area of specialization.
2) Where are your program's SLOs published?
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: will publish in our department website soon
3) Upload your program's current curriculum map(s) as a PDF.
- File (03/16/2020)
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. Dissertation/comprehensive exams. All MA programs culminate in capstone projects (dissertation and comprehensive examination). In addition the graduate programs, especially those in PhD 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: http://www.lll.hawaii.edu/eval/htmlcontent/resources/08-09/CLLL_poster.Brown_Watanabe_Davis.pdfIn 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
List of recent dissertations: http://www.hawaii.edu/eall/jpn/diss.html
8) State How the Evidence was Interpreted, Evaluated, or Analyzed
1. Within each individual course, the course instructor interprets evidence of student learning.
2. Within each program, the student's advisor and committee monitor student progress through the program and achievement of its objectives.
3. 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
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
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 the information about our graduate courses more available to our students (e.g., post them on the department website)
2. We have changed the evaluation procedure for the scholarly paper (formerly "publishable" paper) requirement for PhD students in Japanese Linguistics.
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.