Program: French (BA)
Degree: Bachelor's
Date: Sat Oct 20, 2012 - 5:11:51 pm
1) Below are your program's student learning outcomes (SLOs). Please update as needed.
1. Read and comprehend texts written in French from a variety of genres and contexts, (e.g. newspapers, commercial materials, literature, etc.)
2. Analyze and demonstrate understanding of major French literary, philosophical, and artistic works, genres, periods, and topics.
3. Engage in oral communication in French in various communicative contexts.
4. Engage in writing in French in various contexts and for various audiences, using correct grammar and demonstrating appropriate vocabulary, tone, and style for the context.
5. Conduct research on the language, literature, and/or culture of France and the French-speaking world using knowledge and skills learned in the program,
6. Demonstrate familiarity with the current events, traditional and popular culture, and social structures of the society/societies in which French is spoken
2) Your program's SLOs are published as follows. Please update as needed.
Department Website URL: http://manoa.hawaii.edu/llea/
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: Other: 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.
The French Division has begun a vigorous process of assessment, targeting multiple aspects of the program. The assessment areas and questions have included, since Sept. 2011;
- Strategic planning for the next decade. The short and long term goals of the program at all levels were discussed and analyzed by the faculty and M.A. students, with contributions from faculty from other departments and units. A meeting with undergraduates is upcoming.
- Understanding student expectations and responding to their perceived needs.
- Better communicating to all students in our program about possibilities for use of the field of study in careers, study abroad, teaching abroad, etc.
- Increasing feedback from students at all program levels
- How to revise existing courses and/or prepare new courses that respond to student interests, that take advantage of research opportunities unique to U.H. and/or the Pacific, or that will enrich the learning experience
- Seeking to establish better and deeper connections to other departments, units, and faculty with overlapping interests/fields of study.
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.
The division used a number of different procedures for gathering evidence, including:
A. Faculty meetings to discuss assessment issues. Multiple graduate faculty and general faculty meetings were devoted to discussing the topics above.
B. Meetings with faculty from other departments and units both in the college of LLL and in other colleges and schools
1.The Initiative on French-speaking Oceania and Asia involves faculty from French, Pacific Islands Studies, Indo-Pacific Languages and Literatures, Center for Southeast Asian Studies, Hamilton Library Pacific Collection. Informal and formal meetings coninue to develop shared programs in the French-speaking Pacific and Asia
2. French and Fashion. In 2012, a series of meetings between faculty in French, the Department of Apparel Design and Merchandising (CTAHR), Study Abroad, and involving an institution in Paris were begun to look at ways of combining fashion and French/Italian studies for students who want to pursue fashion studies with a European focus or study abroad experience.
C. Meetings with faculty and students.
A meeting of all French faculty and graduate students was held on September 12, 2012 with Program planning for the next decade as its agenda. Five out of six I2-I5 faculty, five lecturers, all eleven graduate graduate assistants, and one graduate student attended. Contributions were made orally at the meeting, and optional written program planning survey was distributed. Notes were taken and 17 written response surveys were returned and analyzed by the faculty.
D. A meeting for undergraduates in the B.A., certificate, and language programs is in preparation.
E. Exit surveys. B.A. exit surveys were distributed to the faculty and analyzed by the Assessment Coordinator/Undergraduate Language Coordinator and the Division chair.
F. Student course evaluations.
8) State how many persons submitted evidence that was evaluated. If applicable, please include the sampling technique used.
9. How many persons submitted evidence:
a. Five out of six full-time faculty, five lecturers, all graduate assistants (11), 1 graduate student, the members of the French-Oceania and Asia Initiative (6), faculty from other units interested in shared programs (approximately 9); and three undergraduate who studied in Brussels.
b. Exit surveys: French BA (data collected in Fall 2011 and Spring 2012, 71% participation rate).
c. Narrative course evaluations: approx. 1,500 students from Fall 2011-Summer 2012 (evaluation ongoing).
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.
Actual results included:
A. The Sept. 21, 2012 written assessment activity revealed particular interest in the following areas: tracks, increased opportunities for language study such as double-language options, more translation options, study abroad and exchange opportunities, interdisciplinary and thematic courses. Faculty and students were in agreement and program revision discussions are ongoing. The assessment activity results were taken into account in position requests.
B. Exit surveys revealed high student satisfaction in a number of important areas.
BA exit surveys: four out of five were “very satisfied” with “faculty mentoring and advising” and “overall quality of instruction”.
C. Exit survey comments were collected, summarized, distributed, and analzyed.
12) State how the program used the results or plans to use the results. Please be specific.
A. Six undergraduate and graduate students had been sent on an experimental exchange to an advanced institute for translation and interpretation studies in Brussels, Belgium for Spring 2011. After their successful completion of the program and further analysis, a formal exchange was set up and signed in August 2012 between UHM and the Institut Supérieur de Traducteurs et Interprètes, Haute Ecole de Bruxelles. This is a direct response to student interest in French-English translation studies from earlier assessment activities.
B. Two hires were made in French and in IPLL (for Tahitian) and resulted in new/renewed courses, the invitation of Pacific writers to campus, and activities for students in 2011/2012.
C. In response to student, staff, and GA comments, a textbook change was made in French 101-102.
D. The division diffuses more information about study, work, and teaching assistant opportunities in France to students at all levels via the instructors
E. The division maintains and distributes records of the number of student sparticipating in weekly social and cultural activities in French. Teaching staff attend all activities and also gather informal reactions to the activities. Activities are popular with students, offrer opportunities for learning and language use outside of class, and continue.
F. Exit survey results and assessment information gathered at meetings was used to to help structure two position requests.
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.
The assessment activities reveal high student satisfaction in teaching, mentoring, graduate student teaching, and the language courses and degree programs. The results are shared with the faculty to boost morale and encourage continued program planning. Students and faculty are also concerned about loss of faculty lines, courses that cannot be offered often enough, and faculty have deep concerns about the reduced number of tenure lines in French and workload inequities within the department as student numbers increase. These concerns are being communicated to the appropriate adminstrative bodies, supported by evidence gathered from assessment activities.