Unit: Philosophy
Program: Philosophy (BA)
Degree: Bachelor's
Date: Wed Oct 10, 2012 - 12:07:03 pm

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

1. Students acquire the skills
  1.1. of careful reading and interpretation of philosophical texts
  1.2. of writing clear, succinct, and well-argued papers
  1.3. of responding critically to the ideas advanced by others
  1.4. of expressing ideas logically and coherently.
2. Students acquire a basic knowledge of the history of Western Philosophy.
3. Students are acquainted with at least one non-Western philosophical tradition.
4. Students are acquainted with at least one major field in contemporary philosophy.
5. Students demonstrate the ability to write a paper on a philosophical topic on which they have conducted independent research.

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

Department Website URL: http://www.hawaii.edu/phil/index.php?option=com_content&view=article&id=85:ba-learning-outcomes&catid=61:undergraduate-major&Itemid=59
Student Handbook. URL, if available online:
Information Sheet, Flyer, or Brochure URL, if available online: NA
UHM Catalog. Page Number:
Course Syllabi. URL, if available online: NA

3) Select one option:

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) 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.

Writing skills: critical thinking, text comprehension, textual analysis, quality of narrative

Oral skills: quality of ideas, organization, delivery

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.

Writing skills: seniors' papers, papers submitted for the David Hall Prize, papers submitted for the UH/HPU undergraduate conference, 1-page narrative that majors have to submit when filling out their Goldenrod form

Oral skills: presentations by selected seniors in PHIL 449 (capstone course) before the Department at end of semester party. (Seniors vote among themselves to determine which 3 or 4 should present.)

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

approximately 20

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)
Other: the department's Undergraduate Committee, & Undergrad Chair

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.

In terms of writing skills, about 25% of our seniors  are very good to excellent, 30% are good writers, and the remaining 45% are satisfactory.

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.

Our seniors were quite satisfied with the quality of the program, primarily emphasizing the value of the training they receive in critical thinking and writing skills as assets for further studies or entering professional life.

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.