Program: Ethnic Studies (BA)
Date: Thu Nov 07, 2013 - 2:22:18 pm
1) Below are your program's student learning outcomes (SLOs). Please update as needed.
1. To demonstrate-through papers, exams, class discussions, service learning, et. al.- a grasp of the core concepts in the ethnic studies field. This includes ethnic and racial group dynamics, histories and identities, as well as challenges facing indigenous peoples and minorities, inter-group conflicts, racism and discrimination.
2. To demonstrate-through class discussions, papers, exams service learning, et. al.-the ability to make explicit connections between ethnicity/race and other aspects of social life (ie. economy, politics, cultural values and gender relations).
3. To demonstrate an understanding-through class discussions, papers, exams, service learning, et. al.- of the unique history of Hawai’i’s multi-ethnic working people and the importance of social justice everywhere.
4. To demonstrate through the use of reading, writing and thinking skills the ability to critically analyze both historic and contemporary patterns and issues in multi-ethnic societies.
5. To demonstrate the ability to connect classroom ideas and knowledge to current events and processes in both Hawai’i’s communities and the world beyond.
6. To demonstrate an understanding of civic engagement and the skills involved in change-oriented democratic citizenship.
2) Your program's SLOs are published as follows. Please update as needed.
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://socialsciences.people.hawaii.edu/esyllabi/?subject=es
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.
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.
Beginning in August 20113,Ee had instructors in two courses seek to scrutinize senior major papers to determine if the ES SLO#4 “Demonstrate critical analysis through written and oral communication skills” was being fulfilled and at what level of mastery. A second opinion will be given by another faculty member. The foundation is being laid for additional analysis in the following semester.
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.
Papers written by senior majors in the two classes were examined for academic quality.
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.)
Ad hoc faculty group
Persons or organization outside the university
Advisors (in student support services)
Students (graduate or undergraduate)
10) How did they evaluate, analyze, or interpret the evidence? (Check all that apply.)
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.
These are still being compiled as the fall semester is in progress.
12) State how the program used the results or plans to use the results. Please be specific.
The curriculum committee is going to analyze and discuss the results and the possible uses of the results.
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.
We hope to have a larger sample of students to examine next semester.