Program: East Asian Lang & Lit: Chinese (PhD)
Degree: Doctorate
Date: Tue Oct 30, 2012 - 11:28:25 am
1) Below are your program's student learning outcomes (SLOs). Please update as needed.
Ph.D. in Chinese Literature SLOs: 1. Demonstrate comprehensive knowledge of the history of Chinese literature and the relevant scholarship in the field of Chinese Literary Studies. 2. Be able to competently use and analyze sources written in Classical, early vernacular, and modern Mandarin, as well as evaluate them from an informed theoretical perspective. 3. Develop their field of scholarly expertise in the area of their concentration and be able to situate themselves within the critical field of Chinese Literary Studies. 4. Develop their own analytical and critical skills so as to be able to apply them to close textual readings of primary as well as secondary sources. 5. Be familiar with and able to use competently Chinese as well as Western theoretical literature, both modern and pre-modern. 6. Develop an interdisciplinary and cultural approach to the reading and teaching of literary texts. 7. Produce an original contribution to the scholarly discourse in their area of specialization. 8. Be able to handle professionally a conference talk or job interview.
2010: We deleted SLO # 8 because we did not feel we had sufficient evidence to assess this.
2) Your program's SLOs are published as follows. Please update as needed.
Department Website URL: http://www.hawaii.edu/eall/chn/undergrad.html
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 Other: will publish in our department website soon Other: 3) Select one option:
- File (03/16/2020)
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.
0% 1-50% 51-80% 81-99%
100%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.)
Yes 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.
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.
8) State how many persons submitted evidence that was evaluated. If applicable, please include the sampling technique used.
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) Dean/Director Other: 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) Other: 11) For the assessment question(s) and/or assessment goal(s) stated in Question #6:
Summarize the actual results.
12) State how the program used the results or plans to use the results. Please be specific.
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.
Due to the unexpected resignations, retirements, and impending new hires, the current shortfall of manpower in the CHN program and section as a whole has made it difficult to move forward with assessment activities. However, the section faculty has begun discussions about the need to completely rethink and restructure the entire Chinese BA curriculum (e.g. changing textbooks and revising current program track) and streamline the graduate course offerings in both the Chinese Language/Linguistics and Chinese Literature program tracks because of the new institutional learning objectives the Manoa Faculty Senate passed last month.