2013-2014 Annual Program Assessment Report
Please submit report to your department chair or program coordinator, the Associate Dean of your College, and to
[email protected], director of assessment and program review, by Tuesday, September 30, 2014. You may submit a
separate report for each program which conducted assessment activities.
College: College of Humanities
Department: Asian American Studies
Program: B.A.
Assessment liaison: Eunai Shrake
1. Overview of Annual Assessment Project(s). Provide a brief overview of this year’s assessment plan and process.
For the past three years, our departmental assessment has focused on how well our program has been accomplishing our 5
Student Learning Outcomes (SLOs). Utilizing these previous years’ assessment results and collected data through surveys with
faculty, graduating seniors, and alumni (2010-2011) and a focus group study (2012-2013), our department worked on program
modification this year. The assessment liaison also facilitated the GE Recertification process. Working with 4 faculty members (3
full-time and 1 part-time) who teach Comparative Cultural Studies GE courses (AAS 100, AAS 340, AAS 345, and AAS 360), the
liaison facilitated discussions with the department on analyzing the course syllabi and course learning objectives to align them
with GE objectives. In addition, the assessment liaison started collecting essay grading rubrics from faculty members for future
assessment of our departmental SLO #2 that will measure critical thinking skills.
2. Assessment Buy-In. Describe how your chair and faculty were involved in assessment related activities. Did department
meetings include discussion of student learning assessment in a manner that included the department faculty as a whole?
1
The issue of assessment has been part of our yearly faculty retreat and also monthly departmental meeting agenda
throughout the year. As a small department, assessment was often executed in close collaboration with the departmental
curriculum committee. Since the department worked on program modification this year, the curriculum committee and
assessment committee worked closely together to revise the whole curriculum. This new modified curriculum passed EPC
this year and it will be implemented starting next academic year. In addition, 4 faculty members are actively involved in
assessing the 4 comparative cultural studies GE courses for GE recertification. Also, 3 full-time faculty supplied essay grading
rubrics for future assessment of critical thinking skill development.
3. Student Learning Outcome Assessment Project. Answer items a-f for each SLO assessed this year. If you assessed an additional
SLO, copy and paste items a-f below, BEFORE you answer them here, to provide additional reporting space.
3a. Which Student Learning Outcome was measured this year?
We did not assess one specific SLO this year. We originally planned to assess SLO #1 (develop a core competency in history,
culture, and experience of APA), but the GE recertification process and program modification took most of our time and
energy. However, SLO #1 (core competency in culture) and SLO #3 (written and oral communication skills) were indirectly
measured through syllabi analysis of 4 comparative cultural studies GE courses (AAS 100, Introduction to Asian American
Studies; AAS 340, Asian American Women; AAS 345, Contemporary Issues in Asian American Studies; and, AAS 360, Asian
American Immigration).
3b. Does this learning outcome align with one or more of the university’s Big 5 Competencies? (Delete any which do not apply)



Critical Thinking
Oral Communication
Written Communication
3c. What direct and/or indirect instrument(s) were used to measure this SLO?
2
We used indirect assessment through analysis of course syllabi (comparative cultural studies GE courses) and revamping our
curriculum to create new courses and course offering plans.
3d. Describe the assessment design methodology: For example, was this SLO assessed longitudinally (same students at different
points) or was a cross-sectional comparison used (Comparing freshmen with seniors)? If so, describe the assessment points used.
Every year we try to pick one SLO and see if we can measure it with one class or more. Depending on the SLO we are
measuring, we have experimented with various assessment methods. For example, we used pre- and post-test methods to
measure SLO#1 (core competency), essay grading rubrics for SLO #2 (critical thinking), graduating senior and alumni surveys
for program evaluation, and focus group discussion for all 5 SLOs. We continue to discuss at our yearly faculty retreat and
monthly faculty meetings about how best to assess student learning. This year, however, we did not focus on a specific SLO
and thus, we did not employ any specific assessment design methodology.
3e. Assessment Results & Analysis of this SLO: Provide a summary of how the results were analyzed and highlight findings from the
collected evidence.
3f. Use of Assessment Results of this SLO: Describe how assessment results were used to improve student learning. Were
assessment results from previous years or from this year used to make program changes in this reporting year? (Possible changes
include: changes to course content/topics covered, changes to course sequence, additions/deletions of courses in program, changes
in pedagogy, changes to student advisement, changes to student support services, revisions to program SLOs, new or revised
assessment instruments, other academic programmatic changes, and changes to the assessment plan.)
The assessment results and data collection from the previous 3 years provided helpful information and guidance for this
year’s program modification. The newly revised curriculum includes a few changes in course offerings and changes in course
requirement for major/double major/minor students, which will result in changes to student advisement. The modified
curriculum will improve our department’s scheduling of course offerings and also give clearer guidance to our students for
making better course taking plans. (• Please see attached Modified Curriculum.)
4. Assessment of Previous Changes: Present documentation that demonstrates how the previous changes in the program resulted in
improved student learning.
N/A
3
5. Changes to SLOs? Please attach an updated course alignment matrix if any changes were made. (Refer to the Curriculum Alignment
Matrix Template, http://www.csun.edu/assessment/forms_guides.html.)
No changes to SLOs but we updated course alignment matrix. (•Please see attached Course Alignment Matrix)
6. Assessment Plan: Evaluate the effectiveness of your 5 year assessment plan. How well did it inform and guide your assessment
work this academic year? What process is used to develop/update the 5 year assessment plan? Please attach an updated 5 year
assessment plan for 2013-2018. (Refer to Five Year Planning Template, plan B or C,
http://www.csun.edu/assessment/forms_guides.html.)
Since our department has 5 SLOs, a 5-year assessment plan (assessing one SLO each year) makes sense. However, as a small
department, following this plan has been challenging due to the overlapping demand of assessment (i.e., GE recertification,
curriculum revision) and heavy workload assigned to a few number of full time faculty in the department. For example, we
didn’t strictly follow our 5-year plan this year since our department worked on program modification and also GE
recertification. Nevertheless, our 5-year plan created by previous assessment liaison, Professor Gina Masequesmay, is very
thorough and detailed, so it provides helpful information and guidance for the overall assessment process. We are planning
to revise our 5-year assessment plan once we implement our new curriculum. (•See attached Updated 5 year plan)
7. Has someone in your program completed, submitted or published a manuscript which uses or describes assessment activities in your
program? Please provide citation or discuss.
No
8. Other information, assessment or reflective activities or processes not captured above.
4
Appendix A
Current vs. Modified Curriculum
The following provides an overview of the current and modified course requirements for the AAS Standard Major Option.
The following are the requirements for the current AAS Standard Major Option:
1. Core Courses (18 units):
AAS 100 Introduction to Asian American Studies (3)
AAS 201 Race, Racism and Critical Thinking (3)
AAS 210 History of Asians in America (3)
AAS 220 Survey of Asian American Literature (3)
AAS 311 Research Methods in Asian American Studies (3)
AAS 390/F Asian American Communities: Field Practicum (3)
2. Community Studies - Select two of the following (6 units):
AAS 345 Contemporary Issues in Asian American Studies (3)
AAS 347 Asian American Legal and Political History (3)
AAS 360 Asian American Immigration-Global Perspective (3)
AAS 361A-Z Asian American Experience of Selected Groups (3)
AAS 440 Urbanization and Asian American Communities (3)
3. Cultural and Literary Studies - Select two of the following (6 units):
AAS 230 Asian Americans and the Media (3)
AAS 321 Asian American Fiction (3)
AAS 325A-B* Asian American Creative Studies Workshop (3)
AAS 420 Asian American Literary Self-Representations (3)
AAS 430 Asian Americans and Popular Culture (3)
*Only one course in the AAS 325A-B series may be applied to the above section.
5
4. Social Relations, Family and Gender Studies - Select two of the following (6 units):
AAS 340 Asian American Women (3)
AAS 350 Asian American Personality and Mental Health (3)
AAS 355 Biracial and Multiracial Identity (3)
AAS 453 Asian American Families (3)
AAS 455 Asian American Sexuality (3)
5. Electives (3 units) - Select 3 units of electives either in AAS or, with permission from the Department Chair, from another
department. Intermediate language study in an appropriate Asian or Pacific Island language is highly recommended and would qualify
under this section.
6. Senior Capstone - Select one of the following (3 units):
AAS 495: Advanced Topics in Asian American Studies (3)
AAS 497: Senior Seminar in Asian American Studies (3)
Total Units in the Major
General Education Units
Additional Units
Total Units Required for the Degree
42
48
30
120
The following are the requirements for the MODIFIED AAS Standard Major Option:
1. Core Courses (21 units):
AAS 100: Introduction to Asian American Studies OR AAS 345: Contemporary Issues in Asian American Studies (3)
AAS 201: Race, Racism and Critical Thinking (3)
AAS 210: History of Asians in America (3)
AAS 220: Survey of Asian American Literature (3) OR AAS 230: Asian Americans and the Media
(3)
AAS 311: Research Methods in Asian American Studies (3)
AAS 360: Asian American Immigration: Global Perspectives or Equivalent course in another department/ program with AAS Chair
approval (3)
AAS 390/ F: Asian American Communities: Field Practicum (3)
6
2. Literary and Cultural Studies (3 units):
AAS 321: Asian American Fiction
(3)
AAS 325A: Asian American Creative Studies Workshop: Literary Arts (3)
AAS 325B: Asian American Creative Studies Workshop: Performance Arts (3)
AAS 420: Asian American Literary Self-Representations (3)
AAS 430: Asian American Pop Culture (3)
3. Ethnic and Comparative Experiences (3 units):
AAS 345: Contemporary Issues in Asian American Studies (3)
AAS 355: Biracial and Multiracial Identity (3)
AAS 361: A-Z. Asian American Experience of Selected Groups (3)
Upper division course from another Ethnic Studies program/ department or Intermediate-level language course with AAS Chair
approval (3)
4. Gender and Sexuality Studies (3 units):
AAS 340: Asian American Women (3)
AAS 455: Asian American Sexuality (3)
5. Law, Policy, and Institutions (3 units):
AAS 347: Asian American Politics and the Law (3)
AAS 417: Equity and Diversity in School (3)
AAS 440: Urbanization and Asian American Communities (3)
6. Social Relations and Family (3 units):
AAS 350: Asian American Personality and Mental Health (3)
AAS 450: Asian American Child and the Schools (3)
AAS 453: Asian American Families (3)
7. Elective (3 units):
Any AAS 200-, 300-, or 400-level course or
Any course in another program/ department focused on Asia w/ AAS Chair approval
(3)
8. Advanced Seminar/ Special Topics course (3 units):
7
AAS 495: Advanced Topics in Asian American Studies (3)
AAS 497: Senior Seminar in Asian American Studies (3)
Total Units in the Major
General Education Units
Additional Units
Total Units Required for the Degree
42
48
30
120
Updated Course Alignment Matrix
The following table lists all of AAS courses and how they align with our SLOs.
I = Introduced (basic level of proficiency is expected)
P = Practiced (intermediate level of proficiency is expected)
D = Demonstrated (highest, most advanced level of proficiency is expected)
Required Courses
SLO
1
SLO
2
SLO
3
SLO
4
SLO 5
Section I – AAS Core Courses (All 7 Courses Required - 21 units)
AAS 100 Introduction to Asian American Studies
I
AAS 201 Race, Racism and Critical Thinking
I
I
I
AAS 210 History of Asians in America
I
AAS 220 Survey of Asian American Literature (or AAS 230)
I
I
I
AAS 230 Asian Americans and the Media (or AAS 220)
I
I
I
AAS 311 Research Methods in Asian American Studies
8
I
I, P
I, P, D
AAS 360 Asian American Immigration -- Global Perspective
P
I, P
AAS 390/F Field Practicum
P
I, P
P
P
Section II - Cultural and Literary Studies (One Course Required)
AAS 321 Asian American Fiction
P
AAS 325A-B Asian American Creative Studies Workshop
P
P
P
P
AAS 420 Asian American Literary Self-Representations
D
D
AAS 430 Asian Americans and Popular Culture
D
D
Section III - Ethnic and Comparative Experiences (One Course Required)
AAS 345 Contemporary Issues in Asian American Studies
P
P
P
I, P
AAS 355 Biracial and Multiracial Identity
P
P
P
AAS 361A-Z Asian American Experience of Selected Groups
P
P
P
Section IV - Gender & Sexuality Studies (Two Courses)
AAS 340 Asian American Women
AAS 455 Asian American Sexuality
I, P
P
I
P
P, D
P
P
P
I
Section V - Law, Policy, and Institutions (One AAS Course Required)
AAS 347 Asian American Legal & Political History
P
P
AAS 417 Equity and Diversity in School
I
P
AAS 440 Urbanization and Asian American Communities
D
Section VI - Social Relations and Family (One AAS Course Required)
9
D
I
I
AAS 350 AA Personality & Mental Health
P
P
AAS 450 Asian American Child and the Schools
I
P
AAS 453 Asian American Families
D
D
P
I
Section VII - Elective (One course Required from Remaining Courses or Previously listed course.)
Section VI - Senior Capstone (One Course Required)
AAS 495 A-Z Selected Topics in Asian American Studies
P, D
D
P, D
D
P, D
AAS 497 Senior Seminar in Asian American Studies
D
D
D
D
P, D
Other Non-required Courses
AAS 151 Fundamentals of Public Speaking
AAS 155 Approaches to University Writing
I, P
I
I
Department Student Learning Outcomes
1. Students will develop a core competency in the history, culture and experience of Asian Pacific American communities in the United States.
2. Working from a social justice approach to race, class, ethnicity, gender and sexuality, students will develop and apply their critical thinking
skills as demonstrated through written assignments, oral presentations, class discussion and examinations.
3. Students will acquire and develop effective communication skills such as written, oral, visual, and sign language communication.
4. Students will develop and demonstrate basic research skills as they learn about the particular dynamics of working with Asian Pacific
American communities.
5. Students will demonstrate an applied knowledge and practical application of their acquired skills through student and community work, in
the process, learning the value and importance of community service.
10
Appendix B
Program Assessment Plan, 2013-2018
Department/Program: _______Asian American Studies______________________________________
Option: __________________________________________________
Assessment Activity
Specify type of assessment
activity and SLO (may refer
by number to list below)
A) Establish course learning
objectives from
Comparative/Cross-Cultural
GE Portfolios (AAS 100,
340, 360, 345)
B) Detail and finalize SLO#1
test.
11
Time
Period
2013/14
Direct Measures
Describe student work
to be used to provide
evidence for outcome
C) Core competence
test to all students
from AAS 100, 340,
360 and 345 via
surveymonkey or
paper test.
Dii, Eii) Surveys of
faculty, graduating
students and alumni
Indirect
Measures
Describe
instrument:
survey,
interview
Di) Faculty
assessment of
senior students
on program
SLOs.
Ei) Selfassessment of
senior students
on program
Where will
evidence be
gathered?
Course name,
internship, etc
C) AAS 100, 340,
360 and 345
D) Using faculty
listserv to solicit
response to
faculty online
survey.
What results would indicate success
or failure?
What is the expected level of
achievement?
C) Compare across sections and
courses to see what students are
learning from these different courses
in terms of the detailed components
of SLO#1.
Di, Ei) Comparison between faculty’s
and students’ assessments for
correspondence and over time for
Status
C) Give SLO#1 test to all
students from AAS 100,
340, 360 and 345.
on satisfaction.
SLOs.
.
D) Surveying faculty on:
(i) student’s skills regarding
the 5 SLOs; and (ii) faculty
satisfaction with AAS.
E) Using senior
capstone course
and advisor’s list
of majors and
minors and
alumni to solicit
response to
online surveys.
improvement.
C) All AAS
courses.
C) Compare across courses to see
what students are learning from
these different courses in terms of
the detailed components of SLO#1.
Dii, Eii) Using the previous year as a
baseline from which to compare to
see if there is improved satisfaction
over time for both faculty and
students, provided that we have
made changes to improve conditions
for faculty and students
E) Surveying graduating
seniors and alumni on: (i)
the 5 SLOs; and (ii)
satisfaction with AAS.
A) Detail components of
SLO#3.
B) Create assessment
instrument for SLO#3.
2014/15
B) Assessment of
SLO#3.
C) Core competence
test to all students via
surveymonkey or
paper test.
C) Give SLO#1 test to all.
Dii, Eii) Surveys of
12
Di) Faculty
assessment of
senior students
on program
SLOs.
Ei) Selfassessment of
senior students
on program
D) Using faculty
listserv to solicit
response to
faculty online
survey.
Di, Ei) Comparison between faculty’s
and students’ assessments for
correspondence and over time for
improvement.
D) Surveying faculty on:
(i) student’s skills regarding
the 5 SLOs; and (ii) faculty
satisfaction with AAS.
faculty, graduating
students and alumni
on satisfaction.
SLOs.
Dii) Faculty online
survey on satisfaction
with AAS.
Di) Faculty
assessment of
senior students
on 5 SLOs from
online survey.
D) Using faculty
listserv to solicit
response to
faculty online
survey.
Ei) Selfassessment of
graduating
seniors and
alumni on 5
SLOs from
online survey.
E, F) Using senior
capstone course
and advisor’s list
of majors and
minors and
alumni to solicit
response to
online surveys.
E) Surveying graduating
seniors and alumni on: (i)
the 5 SLOs; and (ii)
satisfaction with AAS.
A) Finalizing and passing a
detailing of SLO#2 and
revising SLO#3.
B) Beginning to detail
SLO#4 and SLO#5.
C) Establishing course
learning objectives for
AAS210 and AAS350 and
aligning them with GE SLOs
and departmental SLOs.
D) Surveying faculty on:
(i) student’s skills regarding
the 5 SLOs; and (ii) faculty
satisfaction with AAS.
13
2015/16
Eii) Alumni online
survey questions on
satisfaction with AAS.
Eii) Graduating seniors
online survey on
satisfaction with AAS.
F) Test of senior
E) Using senior
capstone course
and advisor’s list
of majors and
minors and
alumni to solicit
response to
online surveys.
Dii, Eii) Using the previous year as a
baseline from which to compare to
see if there is improved satisfaction
over time for both faculty and
students, provided that we have
made changes to improve conditions
for faculty and students
Di, Ei) Ideally, we would like for
faculty and students to rate students’
SLO skills as advanced. Above
average can be considered success.
We would like that all students at
least reach the average level. Failure
would be under average. The results
here will be our baseline to compare
to future surveys when we have
made changes to improve our
curriculum.
Dii, Eii) The first survey is to establish
a base line from which we would like
to see improved satisfaction over
time for both faculty and students as
A,B,C)
Done.
D, E) Done.
F) Still
working on
test for
faculty
approval.
G) Done,
but will be
E) Surveying graduating
seniors and alumni on: (i)
the 5 SLOs; and (ii)
satisfaction with AAS.
students on core
competence (SLO#1)
via surveymonkey.
Baseline data for
future comparison and
instrumentimprovement.
F) Creating a core
competence test and
assessing senior students
on SLO#1.
we implement suggested changes.
F) For the core competence test, we
are creating a baseline and would like
to see the scores improve over time.
G) Creating a new 5 –year
Assessment plan.
A) Establish Title V GE
Portfolio’s Course learning
objectives. Discuss more
details to SLO#1and #2
from this Title V course.
B) Discuss new advanced
facts for SLO#1. Revise
SLO#1 test.
C) Assess senior students
on SLO#1.
D) Surveying faculty on:
14
2016/17
C) Test of senior
students on improved
core competence test.
Dii, Eii) Surveys of
faculty, graduating
students and alumni
on satisfaction.
F) Assessment of
SLO#4 via
essay/project rubric.
Di) Faculty
assessment of
senior students
on program
SLOs.
D) Using faculty
listserv to solicit
response to
faculty online
survey.
C) Compare previous year’s baseline
and expecting the scores to improve
over time as we standardized
concepts to be covered in these
courses.
Ei) Selfassessment of
senior students
on program
SLOs.
C, E) Using senior
capstone course
and advisor’s list
of majors and
minors and
alumni to solicit
response to
online surveys.
Di, Ei) Using the previous year as a
baseline, we can compare between
faculty’s and students’ assessments
for correspondence and over time for
improvement.
F) Using AAS 311
Dii, Eii) Using the previous year as a
baseline from which to compare to
see if there is improved satisfaction
over time for both faculty and
amended
as needed.
(i) student’s skills regarding
the 5 SLOs; and (ii) faculty
satisfaction with AAS.
course.
E) Surveying graduating
seniors and alumni on: (i)
the 5 SLOs; and (ii)
satisfaction with AAS.
students. This is provided that we
have made changes to improve
conditions for faculty and students.
F) Assessing failure or success is
dependent on the constructed
essay/project rubric.
F) Detail components of
SLO#4 and assess it.
A) Lifelong Learning GE
Portfolio (AAS 230, 390).
Establish agreed course
learning objectives for
these courses and to align
them with program SLO.
B) Working with details for
SLO#5 and create an
instrument to measure this
SLO.
C) Assess senior students
on SLO#1.
D) Surveying faculty on:
(i) student’s skills regarding
15
2017/18
B) Assessment of SLO
#5.
C) Test of senior
students on core
competence.
Dii, Eii) Surveys of
faculty, graduating
students and alumni
on satisfaction.
Di) Faculty
assessment of
senior students
on program
SLOs.
Ei) Selfassessment of
senior students
on program
SLOs.
B) AAS 390 or
497
D) Using faculty
listserv to solicit
response to
faculty online
survey.
C, E) Using senior
capstone course
and advisor’s list
of majors and
minors and
B) Assessment is dependent on rubric
established.
C) Compare previous year’s baseline
and expecting the scores to improve
over time.
Di, Ei) Comparison between faculty’s
and students’ assessments for
correspondence and over time for
improvement.
Dii, Eii) Using the previous year as a
baseline from which to compare to
see if there is improved satisfaction
over time for both faculty and
students, provided that we have
the 5 SLOs; and (ii) faculty
satisfaction with AAS.
E) Surveying graduating
seniors and alumni on: (i)
the 5 SLOs; and (ii)
satisfaction with AAS.
A) Examine past
assessment data and
discuss how to improve
tests for SLO#1, 2, 3, 4 and
5.
B) Discuss and develop
senior exit exam or
portfolio based on past
tests and assessment
results.
C) Examine past
assessment data on faculty
and student selfassessment of SLOs and
discuss how to improve.
D) Examine past
satisfaction data of faculty
and students and discuss
how to improve.
E) Surveying graduating
seniors on satisfaction with
16
2018/19
B) Senior exit exam or
guideline for senior
portfolios.
alumni to solicit
response to
online surveys.
made changes to improve conditions
for faculty and students
B, E) Senior
capstone and all
seniors via list of
graduating
seniors.
B, E) Use both results to do
qualitative analysis and compare to
past accumulated quantitative
analysis.
AAS.
17