Unit: Languages & Literatures of Europe and the Americas
Program: Spanish (BA)
Degree: Bachelor's
Date: Fri Sep 17, 2010 - 1:56:48 pm

1) Below are the program student learning outcomes submitted last year. Please add/delete/modify as needed.

SLO 1a. Analyze, evaluate and critique the literature of Spain and Latin America (will be assessed via 300 and 400 level literature research papers)

SLO 1b. Write research papers using appropriate MLA citation guidelines. (will be assessed via 300 and 400 level literature research papers)

SLO 2a. Analyze, evaluate and critique cultural issues of Spain and Latin America. (will be assessed via 351 and 352 exams and research papers)

SLO 2b. Describe and explain Latin American and Iberian roles within sociohistorical movements (e.g., conquest, modernity, nation building). (via 351/352 exams and research papers)

SLO 2c. Evaluate Hispanic culture’s relevance to notions of indigenism, multiculturalism and immigration. (via 351/352 final exams)

SLO 3. Use writing and research in Spanish to meet your goals. (via exit survey; via final writing project in 400 level course)

SLO 4. Use oral skills in Spanish to meet your goals. (via exit survey; via final oral presentations in 304 or 403)

SLO 5. Distinguish between major dialect features of the Spanish of Spain and Latin America (via research project in 451 or 452 or via final exam in 330)

SLO 6. Read and comprehend texts in Spanish from a variety of genres and contexts (via exams and research projects)

2) As of last year, your program's SLOs were published as follows. Please update as needed.

Department Website URL:
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: NA

3) Below is the link to your program's curriculum map (if submitted in 2009). If it has changed or if we do not have your program's curriculum map, please upload it as a PDF.

Curriculum Map File(s) from 2010:

4) The percentage of courses in 2009 that had course SLOs explicitly stated on the syllabus, a website, or other publicly available document is indicated below. Please update as needed.


5) State the assessment question(s) and/or goals of the assessment activity. Include the SLOs that were targeted, if applicable.

6) State the type(s) of evidence gathered.

Final Exams

Class projects

Needs analysis

Exit surveys for students graduating

7) Who interpreted or analyzed the evidence that was collected?

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)

8) How did they evaluate, analyze, or interpret the evidence?

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)

9) State how many persons submitted evidence that was evaluated.
If applicable, please include the sampling technique used.

All students in the program were assessed through project completion at the end of the semester or/and exam.

300-level Student Needs Analysis- 41 participants - 100% response rate.

Student exit survey- All graduating students were invited (23) to respond. Response rate was 35%.

10) Summarize the actual results.

From the Exit survey data.  Students were very satisfied with the academic standards and expectations of the program (75% very satisfied) as well as with the relevance of the program to their academic goals (63% very satisfied). Students were also very satisfied with the requirements of the program (75%), and their main dissatisfactions were the lack of professional training opportunities, the size of the classes (too many students per class to receive personalized attention), the variety of classes offered, and the classroom facilities. Finally, students found the teaching faculty to be the main strength of the program and would recommend the program to other students (63% definitely, 38% maybe yes)

As for the SLOs,  students reported to be able to perform most of them easily at the end of their studies, although some reported continued difficulty with some, such as “analyze evaluate and criticize literature texts”, and  “use oral skills to communicate.”

From the Needs analysis data, the main findings were: 1) the surprisingly large amount of Spanish Heritage speakers that the program accommodates; and 2) how important students consider the communicative aspects of the language  (87% selected ‘be able to speak/communicate’ as the most important language “need”.

11) How did your program use the results? --or-- Explain planned use of results.
Please be specific.

Each teacher uses students’ final projects/exam as well as end of course evaluations to modify and improve their courses.

The faculty reviewed the results of the surveys and these were discussed in a faculty meeting.  From the results several steps are being implemented towards the improvement of the program:

·         A new course proposal has been submitted (SPAN 310 Spanish for Heritage Speakers) to better accommodate heritage speakers studying at UHM.

·         An advanced conversion class is going to be offered during the spring semester.

·         We have requested an additional professor (Focus: Spain in the Pacific Rim) and a fulltime instructor to improve our course offerings.

·         Based on the needs analysis, a new film-based textbook is being implemented in our Conversation sequence (303-304).

12) Beyond the results, were there additional conclusions or discoveries? This can include insights about assessment procedures, teaching and learning, program aspects and so on.

13) Other important information: