Unit: East Asian Languages & Literatures
Program: East Asian Lang & Lit: Korean (MA)
Degree: Master's
Date: Fri Oct 15, 2010 - 7:49:07 pm

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

1. Knowledge Base of Language and Linguistics   

 (a) Demonstrate familiarity with general topics and concepts fundamental to the field of Korean 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  


(a) Demonstrate familiarity with domain-specific terminology required for professionals, and its semantic association and collocational characteristics.      

(b) Understand ethonolinguistic, sociolinguistic, and pragmatic features of on- and off-line Korean materials.     

(c) Demonstrate familiarity with both South Korean and North Korean via extensive reading and listening of authentic materials.    

(d) Analyze the characteristics of Korean academic discourse at various levels.    

(e) Demonstrate understanding of the language, history, culture, and society of Korea from a plethora of on- and off-line professional and academic texts.  

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.    


 (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 to the (major) conferences in the field.  

 (b) Communicate effectively and productively with a group of peers/colleagues regarding research, teaching or other professional matters.   

 (c) Design and teach Korean language skill courses. 


  (a) Communicate effectively and productively with a group of peers/colleagues regarding research, teaching or other professional matters.  

 (b) Understand domain-specific lectures or participate in conferences and communicate effectively and productively with colleagues regarding the content of those lectures and conferences.  

 (c) Prepare a professional portfolio for future careers and search for internships and jobs.     

 M.A. in Korean Literature    

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

1. Read primary Korean 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 Korean with authority. 

3. Narrate a basic literary history of Korea. 

4. Demonstrate an ability to apply major Western and traditional East Asian theoretical and critical approaches to works of Korean literature. 

5. 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: www.hawaii.edu/eall
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.

No specific questions were asked. However, 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. This includes revising curriculum, course requirements, exams, etc.

 [Flagship] All SLOs were targeted, studied, and assessed throughout the program (tests, homework, task performances, journals, student conferences, term papers and scholarly paper)

Assessment questions:

1)      What are the students’ current language and content proficiency levels measured by the assessment battery?

2)      Are these assessment tools appropriate to test students’ knowledge of language and content?

3)      How can we utilize the results of assessment?

Goals of assessment activities

1)      Appropriate diagnose of the students proficiency levels

2)      Improvement of the assessment battery and applying the results

3)      Provision of exact information to the instructors regarding students’ current proficiency level and knowledge about content areas

4)      Confirmation of students’ achievement or requirement mandated by the program

With these assessment questions and goals in mind, Korean Language Flagship MA program utilizes various assessment tools (see question #7 for details). The results of these tools are used for student advising (or counseling) and program revision.  

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 (satisfaction with the program, learning outcomes in terms of publications and conference presentations, plans after graduation, suggestions for program improvement).  In AY 2009-2010, a total of 2 graduating Korean MA students responded to the survey.

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 


1. Plan B only: Oral defense and scholarly paper

Students are required to conduct research in their domain (e.g., political science, computer engineering, law, business, etc.) during the overseas program. They choose a topic in their chosen field, and conduct research using materials in Korean. Students are encouraged to make use of information obtained from Korea University (KU) subject-matter courses and through an internship in Korea. During the fourth semester of the program (the second semester at KU), students make a progress report once a month and receive feedback and comments from KU faculty. At the end of the semester, students make an oral presentation and submit a paper on their research finding. The oral defenses of the scholarly papers are conducted in front of the UHM and KU Flagship Faculty.

2. Participation in the College of LLL student exit survey (satisfaction with the program, learning outcomes, plans after graduation, suggestions for program improvement, etc.). 

We received reports on response data from the Korean Flagship MA for Professionals exit survey for students graduating in summer/fall of 2009, and spring of 2010. A total of 17 students were invited to respond; 8 students completed the survey (response rate=47%).

3. Internship log in Korea

Supervisors or mentors in students’ internship sites provide a monthly log which is reviewed by KU and UHM Flagship faculty.

4. Site visit to the overseas program in KU

Once a year, UHM faculty visits the overseas program in Korea to evaluate the program and students’ progress.

4. Preliminary conference with students

In the beginning of an academic year, faculty members have an individual conference with each student to accommodate students’ needs and suggestions.

5. Student weekly journal

Upon the completion of each unit on Friday, students write a weekly journal to reflect their performance during the week.

6. Meeting (communication) with tutors

The program coordinator meets (communicates through email) with language tutors and students to talk about students’ progress, study content, and suggestions regarding students and the program.

7. Student performance

Weekly students’ performance data (e.g., individual presentation, discussion, debate, survey, and negotiation) are collected and reviewed by faculty. Students’ final presentations of each semester are also major assessment tools of how they are progressing along the SLOs.

8. Research papers

Students write research papers regarding topics or issues of their own majors or interest fields. These papers are also very effective assessments along with other evidence.

8. Professional-level proficiency in Korean

Students must demonstrate professional-level proficiency (ILR Level 3, Interagency Language Roundtable scales) in Korean at the end of the program by oral proficiency interviews and other ILR-based test batteries (Reading, Listening and Writing). Flagship also administers institutional TOPIK (Test of Proficiency in Korean) to measure students’ general proficiency.

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.

See #7

10) Summarize the actual results.


1. Plan B only: Oral defense and scholarly paper

26 students graduate the program during the report period (June 1, 2009 ~ September 30, 2010). All of them successfully defend their research results and argument of the paper.

2. Participation in the College of LLL student exit survey

As for questions about satisfaction with the program, most of the students responded ‘somewhat satisfied’ except satisfaction with the financial support which was mostly ‘neutral’ or ‘N/A.’ Regarding learning outcomes, most students could achieve the SLOs ‘easily’ or ‘with some difficulty.’  Some suggestions along with other evidence collected are incorporated for program revision such as opinions wanting more diversity of content area by beginning to develop a new language and culture textbook that covers a wide array of contents.             

3. Professional-level proficiency in Korean

The following is the results of the 26 graduates’ language proficiency levels tested by Institutional ACTFL OPI (speaking) and KLFC (Korean Language Flagship Center) proficiency test (ILR-based, Reading and Listening).


Advanced Mid: 1

Advanced High: 5

Superior: 20

Reading and Listening: all of students rated ‘level 3 (professional-level proficiency in ILR)’

4. Other evidence

All other evidence mentioned above (Question 7) is collected and reviewed by KU and UHM Flagship faculty or committee (consisting of UHM Flagship faculty), and the results are utilized to improve the program.   

The fall of 2009 and spring of 2010 survey data were distributed among the Flagship faculty members and discussed the results in a Flagship graduate meeting.

Other types of data have been shared with all Flagship MA teaching staff and discussed how we could use these results.

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

The AY 2009-2010 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. 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.  In the Korean Linguistics section, we are discussing major changes in the graduation requirements for MA in Korean Linguistics (e.g., course requirements, replace the comprehension exams with Scholarly Paper, etc.)

[Flagship] Based on information gathered, some curricular changes occurred, e.g., the aforementioned textbook project and more focus on advanced Sino-Korean vocabulary.

More scholarship opportunities are announced and students are encouraged to apply.  

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.

[Flagship] Among other data, we found that the exit survey is a good measurement or evaluation regarding various aspects of the program in such areas as how students are satisfied with the program and whether or not the SLOs are achieved.

13) Other important information:

[Flagship] Do we have to administer the exit survey after the graduation? If we administer it just before graduation, the faculty members could then encourage students to participate and the participation rate would be much higher.