Unit: English
Program: English (PhD)
Degree: Doctorate
Date: Sun Oct 11, 2009 - 3:11:44 pm

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

The Ph.D. program is intended for highly motivated students who have a clear sense of direction and are likely to contribute significantly to the field. Ph.D. candidates are given a great deal of freedom to create an individualized program around their own interests and objectives. Students are required to take a small number of courses, both within the department and outside of it, but the focus of their study is determined by the students themselves in consultation with their advisors, and their preparation for their area examinations in three fields takes place largely outside of class.  The three principal formal requirements are the area exams, the prospectus, and the dissertation.defense, which is open to the public. The doctoral program prepares students to become professionals in the field. Candidates completing the program should have the skills and experience to function as critics, scholars, and writers in an area associated with the profession of English. 

2) Where are your program's SLOs published?

Department Website URL: http://www.english.hawaii.edu/grad/grad.html
Student Handbook. URL, if available online:
Information Sheet, Flyer, or Brochure URL, if available online:
UHM Catalog. Page Number: 115
Course Syllabi. URL, if available online:
Other: English Department Mission Statement and Strategic Plan, p. 2 at http://www.english.hawaii.edu/users
Other:

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)

0%
1-50%
51-80%
81-99%
100%

5) State the SLO(s) that was Assessed, Targeted, or Studied

No PhD SLOs were assessed in 2008-2009.

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

NA

7) State the Type(s) of Evidence Gathered

NA

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

NA

9) State How Many Pieces of Evidence Were Collected

NA

10) Summarize the Actual Results

NA

11) Briefly Describe the Distribution and Discussion of Results

NA

12) Describe Conclusions and Discoveries

NA

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

NA

14) Reflect on the Assessment Process

NA

15) Other Important Information

At the end of the spring 2009 semester, the Department initiated two policy changes that will impact indirect assessment of the program in the years to come:

 1.  student evaluations of all graduate courses may now be examined and assessed by the Graduate Chair as well as the Department Chairs, and the Grad Chair's review of the evaluations may be taken into acccount in assigning courses in the future

2.  syllabi for all courses must be submitted to the Chair on a semesterly basis; The Department Assessment Committee will be reviewing them this semester and hereafter to see whether or not basic minima for syllabi are being met and whether or not course  SLOs  appear.

Another indirect assessment activity derives from the College-wide survey of graduating B.A.s, M.A.s, and Ph.D.s in English that was initiated in Spring 2009.  Student reponses will be disseminated to the Department and all programs will be asked to take them into account in assessing strengths and weaknesses of the B.A., M.A., and Ph.D. programs as seen by recent graduates.

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.