Unit: Linguistics
Program: Linguistics (MA)
Degree: Master's
Date: Thu Oct 11, 2012 - 11:05:39 am

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

The primary objective of the  M.A. program is to provide a basic introduction to the subject matter and the skills required for advanced work in the discipline.

Three streams are offered, each reflecting a different focus of contemporary linguistics: linguistic analysis, language and cognition, and language documentation and conservation.

The required courses and activities associated with each stream are tailored to provide students with the training and skills appropriate to the focus they have chosen.

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

Department Website URL: http://www.ling.hawaii.edu/
Student Handbook. URL, if available online: http://www.ling.hawaii.edu/graduate/pdfs/MAmanual.pdf
Information Sheet, Flyer, or Brochure URL, if available online:
UHM Catalog. Page Number:
Course Syllabi. URL, if available online:

3) Select one option:

Curriculum Map File(s) from 2012:

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) Did your program engage in any program assessment activities between June 1, 2011 and September 30, 2012? (e.g., establishing/revising outcomes, aligning the curriculum to outcomes, collecting evidence, interpreting evidence, using results, revising the assessment plan, creating surveys or tests, etc.)

No (skip to question 14)

6) For the period June 1, 2011 to September 30, 2012: State the assessment question(s) and/or assessment goals. Include the SLOs that were targeted, if applicable.

Yearly faculty-wide assessment is performed, whereby each indidual student's grades, performance in class, and performance on research activities are evaluated. The goals are to provide faculty with a fully-informed view of the student's progress, as well as to provide students with individualized feedback on their performance through the degree.

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

Both numerical ranks (1-9) and short answers were gathered.

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

Each student was evaluated, and each student was sent a letter summarizing this evaluation. All students that were within the expected norm for progress through the degree were so informed, and those that were delayed were also so informed. Overall, progress has improved over the past several years, and relatively few students fall outside the norm.

9) 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)

10) 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)

11) For the assessment question(s) and/or assessment goal(s) stated in Question #6:
Summarize the actual results.

19 MA students were making satisfactory progress toward their degrees. None were unsatisfactory.

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

Letters to students were sent out. Students not making satisfactory progress met with their advisors to discuss their status.

13) Beyond the results, were there additional conclusions or discoveries?
This can include insights about assessment procedures, teaching and learning, program aspects and so on.


14) If the program did not engage in assessment activities, please explain.
Or, if the program did engage in assessment activities, please add any other important information here.

The current assessment method has proven to be very useful for both students and faculty.