B.A. Linguistics – Written Communication (2013-2014)

Have formal Program Learning Outcomes (PLOs) or Student Learning Outcomes (SLOS) been developed?

YES, “Mission and Goals for Student Learning”

Published where? (website)

Linguistics Webpage

Do PLOs include or imply link to Core Competency? (AY 2013-2014: Written Communication)?

Locate and utilize reliable scholarly information in academic journals and books as a part of engaging in academic linguistic research and write a cohesive research paper on a pertinent linguistic topic.”

Process of Core Competency Assessment:

Course (400- level)

LING 442

Assignment

Students will gather linguistic evidence/data on a language or a specific social context and then analyze the data and formulate a theory about how language is used in Hawai‘i.

Type of Student Artifact

10-15 page research paper in MLA or APA format

Rubric or other instrument

GE Rubric for Written Communication

Data (measurement of the competency)

The two full-time faculty in the program read the final research papers for the course LING 442 (Languages in Hawaiʻi) based on the rubric provided. This course was chosen because it is an upper level course where students are expected to research and write on a topic relevant to the environment in which they receive their education. Scores were calculated for Linguistics majors and for non-majors because the majors would have taken several Linguistics courses prior to LING 442 while the non-majors are required only to take our introductory Linguistics course. Accordingly, their scores would not reflect their education within the Linguistics Program. The scores indicate that the majors scored higher than the non-majors on all 4 features. However, the majors scored lower on “Line of Reasoning” and “Organization/Structure” than the other two features.

Action Taken in Response to the Data (What will you do in response to the Findings?)

The Linguistics Program is already undertaking measures to improve the writing ability of the students. We have created a capstone course at the 400 level entitled “Research and Methods in Linguistics” in which the major goal is for students to produce a research paper that may be submitted as part of graduate school applications. Approximately one-third of Linguistics majors go on to graduate school in Linguistics or a related field and accordingly this is a very important area for us. This course, in addition to modifications to the Linguistics major, was passed by the university-wide curriculum committee in 2012, but due to an understaffed Office of the Registrar, is only appearing in the catalogue for 2014-2015. Nonetheless, we are excited at the prospect to work more closely with the Linguistics majors on their writing, especially in terms of developing their “Line of Reasoning” and “Organization/Structure”.

Date of Last Program Review

2007