Unit: Asian Studies
Program: Asian Studies (MA)
Degree: Master's
Date: Thu Oct 13, 2011 - 2:31:27 pm

1) Below are your program student learning outcomes (SLOs). Please update as needed.

A. We expect the student to:

1.            possess an advance understanding of at least one (1) Asian language.  This means college-level fluency in reading, writing, speaking at the 5th year level of Japanese, 4th year level Chinese and Korean, and 3rd year level Southeast and South Asian languages.

2.            demonstrate advance understanding of issues and problems in the arts, humanities, and social sciences as related to Asia.

3.            demonstrate the ability to understand research methodologies of various disciplines

4.            demonstrate ability in integrating all of the above into a final major research project (either Plan A or B).

2) Your program's SLOs are published as follows. Please update as needed.

Department Website URL: graduate site currently being updated
Student Handbook. URL, if available online:
Information Sheet, Flyer, or Brochure URL, if available online: http://manoa.hawaii.edu/asianstudies/graduate.html
UHM Catalog. Page Number: Page 312-313
Course Syllabi. URL, if available online:
Other: program requirements are here:http://manoa.hawaii.edu/asianstudies/grad_requirements.html

3) Below is the link(s) to your program's curriculum map(s). If we do not have your curriculum map, please upload it as a PDF.

Curriculum Map File(s) from 2011:

4) For your program, the percentage of courses that have course SLOs explicitly stated on the syllabus, a website, or other publicly available document is as follows. Please update as needed.


5) For the period June 1, 2010 to September 30, 2011: State the assessment question(s) and/or assessment goals. Include the SLOs that were targeted, if applicable.

As in our BA program, we continue to conduct exit interviews via a questionaire to help us reassess our curriculum requirements, course relevance as well as to rexamine shortfalls in course offerings that may delay students in completing their academic goals.

6) State the type(s) of evidence gathered to answer the assessment question and/or meet the assessment goals that were given in Question #5.

As in BA program, the MA program is a multidisciplinary degree program and our students are able to select courses from various disciplines to complete their major requirements.   Student feedback helps formulate future course offerings and eliminate courses that are not effective in meeting student expectations or departmental goals.

In the graduate program assessments are made through:     

  1. written projects in lectures and seminars
  2. Independent and/or culminating projects (theses, dissertations, performances, capstone courses (ASAN 750), etc.
  3. Successful oral defense of both thesis and non-thesis written by MA students before a panel of three professors as a culminating experience for the degree
  4. Papers presented or performances given at graduate student conferences or national professional conferences.  Going forward, Asian Studies MA candidates will be encouraged to participate in the SPAS graduate conference
  5. Publication of student research in student journals such as the Center for Southeast Asia’s Explorations or other professional journals.

More emphasis was made this year for graduate students to work closely with their academic advisor as well as Asian Studies academic services to insure students do not fall between the cracks and allow us to better gauge student concerns and needs.

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

Questionaires are administered to students finishing both the BA and MA programs at the tie of the graduation check.  Each semester there are between 12-16 undergraduates completing their BA and  between 8 and 10 graduates completing their MA program.

In addition, Asian Studies admits between 15-20 new graduate students each Fall.  These students attend a mandatory orientation in which departmental expectations are presented.  Students also meet with the advisors of their area centers as well as with academic services.

8) Who interpreted or analyzed the evidence that was collected? (Check all that apply.)

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)

9) How did they evaluate, analyze, or interpret the evidence? (Check all that apply.)

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: exit interviews with faculty advisors

10) For the assessment question(s) and/or assessment goal(s) stated in Question #5:
Summarize the actual results.

As in our BA program, many of the MA candidates often exceed the language requirement.  Some are able to add an additional language relevant to their research. 

Students are advised that if they plan to go on to a PhD program, they should opt for Plan A (thesis).  We do require an oral defense of the Plan B option and as a result, many of our graduate students who opted for Plan B have been accepted into PhD programs.

The exit interviews and advising sessions with students enable us to identify short falls in course offerings.  It helped us identify the lack Korean and South Asian courses.  We have been able to work with various departments to increase course offerings with a Korea focus and continue to work towards strengthening our South Asia focus.

11) State how the program used the results or plans to use the results. Please be specific.

Data is used to create new courses or eliminate others

Data used to enhance the flexibility of course offerings, such as “topics” courses.

Needed courses are provided by visiting faculty supported by endowed Chairs or external funding such as the US Dept. of Education and other special grants when possible.

Data is used to make more efficient the administration of area  Certificate programs.

Enhances advising of graduate students by crafting a better program that includes the use of courses and seminars found in other departments and programs within the University. 

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.
Please note: If the program did not engage in assessment, please explain. If the program created an assessment plan for next year, please give an overview.

The program maintains a list on graduates which is available online and alumni are invited to give presentations to current graduate and undergraduate students.

Individual faculty members also maintain contact with students and track their progress particularly in academic disciplines as well as in government service. 

Whenever possible, faculty include ex-graduate students on panels in professional conferences.