Unit: History
Program: History (PhD)
Degree: Doctorate
Date: Sun Oct 11, 2009 - 3:10:14 pm

1) List your program's student learning outcomes (SLOs).


Graduate Program Student Learning Outcomes (SLOs):

1) Students can demonstrate a mastery of the theories and methodologies of the discipline of history.

2) Students can conduct original research.

3) Students can write expository prose and orally present their ideas at a professional standard.

2) Where are your program's SLOs published?

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:

3) Upload your program's current curriculum map(s) as a PDF.

No map submitted.

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

6) State the Assessment Question(s) and/or Goal(s) of Assessment Activity

7) State the Type(s) of Evidence Gathered

8) State How the Evidence was Interpreted, Evaluated, or Analyzed

9) State How Many Pieces of Evidence Were Collected

10) Summarize the Actual Results

11) Briefly Describe the Distribution and Discussion of Results

12) Describe Conclusions and Discoveries

13) Use of Results/Program Modifications: State How the Program Used the Results --or-- Explain Planned Use of Results

14) Reflect on the Assessment Process

15) Other Important Information

Our overworked assessment committee focused on the department's undergraduate program over the last academic year.  For the graduate program--for which we currently do not distinguish between the MA and Ph.D. program for in regards to our assessment activities--we did not get further than drawing up draft SLOs. 

We will soon begin to determine a plan for assessing the graduate program.  We are considering creating a separate assessment committee for this project.  One obstacle which we discovered is that any alteration (or personnel addition) to the assessment committee would require a modification of our departmental handbook, which tasks the assessment committee (limited to five members) with undergraduate assessment alone.  

16) FOR DISTANCE PROGRAMS ONLY: Explain how your program/department has adapted its assessment of student learning in the on-campus program to assess student learning in the distance education program.

17) FOR DISTANCE PROGRAMS ONLY: Summarize the actual student learning assessment results that compare the achievement of students in the on-campus program to students in the distance education program.