Unit: East Asian Languages & Literatures
Program: East Asian Lang & Lit: Japanese (MA)
Degree: Master's
Date: Fri Oct 11, 2013 - 4:00:17 pm

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

M.A. in Japanese Language and Linguistics

1. Knowledge Base of Language and Linguistics
(a) Demonstrate familiarity with general topics and concepts fundamental to the field of Japanese linguistics, including, historical linguistics, phonology, pedagogy, and syntax, and sociolinguistics.
(b) Demonstrate comprehensive knowledge of key issues and theoretical approaches in the area of their specialization

 2. Utilization of Research
(a) Review critically the purposes, approaches, designs, and analyses of published research in the field
(b) Conduct research (i.e., systematic and principled investigation) of the field and present the work orally and as a research paper.

3. Professionalism
(a) Write a research abstract and submit it the (major) conferences in the filed
(b) Communicate effectively and productively with a group of peers/colleagues regarding research, teaching or other professional matters.
(c) Design and teach Japanese language skill courses 

M.A. in Japanese Literature

Recipients of the M.A. in Japanese literature should be able to:

1. Read primary Japanese literary texts of all major periods with appropriate academic tools. 

2. Read annotations in standard literary editions, use standard reference works, and read secondary sources in Japanese with authority. 

3. Narrate a basic literary history of Japan. 

4. Summarize and evaluate the critical reception of Japanese literature, past and present.

5. Situate and evaluate Japanese literature in its social, historical, intellectual, and religious contexts.

6. Utilize literary theory, both western and traditional East Asian.

7. Conduct original research in his/her area of specialization.

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

Department Website URL: http://www.hawaii.edu/eall/jpn/grad.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: http://www.hawaii.edu/eall/jpn/courses.html

3) Select one option:

Curriculum Map File(s) from 2013:

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, 2012 and September 30, 2013? (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, 2012 to September 30, 2013: State the assessment question(s) and/or assessment goals. Include the SLOs that were targeted, if applicable.

Curriculum committees in each academic program regularly review data such as enrollment figures, results of diagnostic and comprehensive examinations, and the student surveys to assess how effectively it meets its objectives (satisfaction with the program, learning outcomes in terms of publications and conference presentations, plans after graduation, suggestions for program improvement etc).

All SLOs were targeted.

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.

1. Thesis/capstone paper/comprehensive exams. All MA programs culminate in capstone projects (thesis, capstone paper or comprehensive examination). In addition the graduate programs encourage their students to present their work at local, national as well as international conferences. 

2. Participation in the college of LLL student exit survey.

For AY 2012-13, 3 Japanese Language and Linguistics M.A. recipients took the exit survey.  However, results are only released when 5 students have done so.  No Japanese Literature M.A. students participated in the survey.  In addition, 12 graduate students (both M.A. and Ph.D) participated in the student survey associated with the EALL Program Review.

3. Monitoring postgraduate professional activities and achievements. The department's Graduate Student Services Specialist makes use of limited time and resources to monitor postgraduate professional activities and achievements. This information is compliled and published each semester in a newsletter which is distributed to faculty, graduate students, and interested community members as well as to peer programs at other institutions. Newsletters are regularly posted on the department website.

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

See #9.

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: Also, the graduate faculty in each program rank orders graduate students semi-annually for achievement award eligibility based on their overall level of academic achievement. Applicants for graduate student assistantships are evaluated in a similar way.

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: Within each individual course, the course instructor interprets evidence of student learning. Within each program, the student's advisor and committee monitor student progress through the program and achievement of its objectives. Also, the graduate faculty in each program rank orders graduate students annually for tuition waiver eligibility based on their overall level of academic achievement. Applicants for graduate assistantships are evaluated in a similar way.

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

We will make specific assessment results available to the AO upon request.

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

Both the Japanese Linguistics and Japanese Literature sections meet regularly to discuss and rank student performance.

Currently, each student is required to meet with his/her adviser once every semester.

Last year the Japanese Literature section is making changes to the M.A. degree requirements related to bibliography and research methodology, based on faculty experiences with recent student outcomes (comprehensive exams, research papers).  This year the literature faculty is in the process in revising the JPN 710 (research seminar) degree requirement.  In conjunction with Graduate Division, the 600-level course are being certified as seminars on an individual, ad hoc basis; in the future, these courses will be officially designated as such.

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.

It is generally agreed that the exit surveys conducted by LLL are effective for program assessment; however, the ultimate success of the procedure depends upon a high rate of participation. There is continuing strong support for making the exit surveys mandatory, if LLL will agree to do so. 

The responses to the Program Review student survey revealed overall satisfaction with the M.A. in Japanese.  However, there were several requests to update and clarify the degree requirements in line with the courses that are currently actually being offered.  The faculty has agreed to do so.  Another concern was the amount of time it takes to complete course requirements, due a dearth of offered courses.  This is a major concern of the faculty.  However, so long as the administration insists upon a minimum enrollment of 5 for graduate courses, including required courses, this problem is difficult to remedy.

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.

All important information has been entered elsewhere.