Program: East Asian Lang & Lit: Japanese (MA)
Degree: Master's
Date: Tue Oct 05, 2010 - 4:04:13 pm
1) Below are the program student learning outcomes submitted last year. Please add/delete/modify as needed.
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
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, use standard reference works, and read secondary sources in Japanese with authority.
3. Narrate a basic literary history of Japan.
4. Summarize and evaluate the critical reception of Japanese literature, past and present.
5. Situate and evaluate Japanese literature in its social, historical, intellectual, and religious contexts.
6. Utilize literary theory, both western and traditional East Asian.
7. Conduct original research in his/her area of specialization.
2) As of last year, your program's SLOs were published as follows. Please update as needed.
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: Other: 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.
- File (03/16/2020)
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.
0% 1-50% 51-80%
81-99% 100%5) State the assessment question(s) and/or goals of the assessment activity. Include the SLOs that were targeted, if applicable.
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).
All SLOs were targeted.
6) 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 AY 2009-10, a total of 8 Japanese M.A. recipients participated in the survey (a 67% return rate).
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
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) Dean/Director Other: 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) Other: 9) State how many persons submitted evidence that was evaluated.
If applicable, please include the sampling technique used.
See #8
10) Summarize the actual results.
We will make specific assessment results available to the AO upon request.
Also, the 2010 EALL exit survey summary report will be available from the department/college upon request.
11) How did your program use the results? --or-- Explain planned use of results.
Please be specific.
The Spring 2010 survey data were distributed among EALL graduate faculty members. We discussed the results at a recent EALL graduate faculty meeting.
The following program modifications were made based on information gathered about our students' learning experiences and outcomes:
1. Information about our graduate courses has been made more accessible to our students, by posting 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.)
3. In the Japanese Literature section, changes are being made in course requirements for the MA degree.
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.
It is generally agreed that the exit surveys conducted by LLL are effective for program assessment; however, the ultimate success of the procedure depends upon a high rate of participation. Strategies are being discussed to require all students to complete the exit survey.