Departmental Assessment Update - Hawaiinuiakea School of Hawaiian Knowledge Report
Department: Kamakakuokalani Center for Hawaiian Studies
Program: Bachelor Degree
Level: Undergraduate
1. List in detail your undergraduate Student Learning Outcomes (SLOs) for each degree/certificate offered.
DEPARTMENTAL ASSESSMENT REPORT
Prepared By Kamakaküokalani Center for Hawaiian StudiesHawaiinuiäkea School of Hawaiian KnowledgeUniversity of Hawaiÿi at MänoaAugust 16, 2007
Our student related goals and objectives are embeded in our overall program framework. SLO are developed for core classes. Two core program classes were the source of our assessment.
The assessment seeks to address the following questions; 1) How effective is KCHS in reaching our academic learning objectives?2) Are students learning what KCHS wants them to accomplish or learn? KCHS MISSIONUa lehulehu a manomano ka ÿikena a ka Hawaiÿi.Great and numerous is the knowledge of the Hawaiians. The Kamakaküokalani Center for Hawaiian Studies mission is: To achieve and maintain excellence in the pursuit of knowledge concerning the Native people of Hawaiÿi, their origin, history, language, literature, religion, arts and sciences, interactions with their oceanic environment and other peoples; and to reveal, disseminate and apply this knowledge for the betterment of all peoples. GOALS The Center for Hawaiians Studies has four stated goals that support the fulfillment of its mission. These goals include courses and programs, promoting research, use of media to promote knowledge, and establishing a place of learning and education valuable for all learners. 1. Ka waihona o ka naÿauao: The repository of learning Be a center for Hawaiian courses and programs in order to improve and expand quality education for the students, faculty, and staff of the academy in undergraduate and graduate programs. 2. ÿIke i ke au nui me ke au ÿiki: Know the big and little current. Said of one who is well versed. Promote research and pursuit of traditional and modern forms of Hawaiian knowledge in order to create new knowledge and perspectives. 3. E lawe i ka aÿo a mälama, a e ÿoi mau ka naÿauao: He who takes his teachings and applies them increases his knowledge. Use a variety of means and media to distribute and promote knowledge from academy outward to community, Pacific and internationally. 4. Hänau ka ÿäina, hänau ke aliÿi, hänau ke kanaka: Born was the land, born were the chiefs, born were the common people. The land, the chiefs, and the commoners belong together. Establish a Hawaiian place of learning and education. GOALS AND OBJECTIVES GOAL 1. Be a center for Hawaiian courses and programs in order to improve and expand quality education for the students, faculty, and staff of the academy in undergraduate and graduate programs. 1.1 Maintain and expand quality and quantity of course offering in Hawaiian studies.1.2 Maintain and expand undergraduate and graduate programs in Hawaiian studies. 1.3 Establish doctoral programs in Hawaiian studies.1.4 Continue to develop new and innovative forms of curriculum for academy and community.1.5 Provide opportunities for developing scholarship, expertise and mastery in Hawaiian language, knowledge and practices.1.6 Liaison and work closely with native speakers, cultural practitioners and community groups as a source of language and traditional knowledge and practices.1.7 Serve the educational and cultural interest of Hawaiÿi by helping to foster a deeper understanding of Hawaiian and Pacific societies and peoples.1.8 Perpetuate the use of läÿau lapaÿau (Hawaiian pharmacology and medicinal practices). 1.9 Establish and expand distance-learning courses for community colleges, neighbor islands, and worldwide web.1.10 Provide “Education for the Nation” empowering students’ identity and preparing them to lead Hawaiÿi into a sustainable future. GOAL 2. Promote research and pursuit of traditional and modern forms of Hawaiian knowledge in order to create new knowledge and perspectives. 2.1 Conduct research based in Hawaiian perspective/ways of thinking.2.2 Provide access to archival and other forms of Hawaiian knowledge.2.3 Promote the application of Hawaiian knowledge systems and practices as a resource for addressing current issues and challenges.2.4 Compile and create databases on various topics, including Hawaiian language resources, land and ocean resources, genealogy, native plants etc. 2.5 Gather all Hawaiian language documents in a central location and made available to general public via database.2.6 Support faculty and student development of research in international studies, particularly regarding Hawaiÿi, Polynesia and the Pacific.2.7 Compile, create, and maintain a comprehensive collection of Polynesian publications. GOAL 3. Use a variety of means and media to distribute and promote knowledge from academy outward to community, Pacific and internationally. 3.1 Establish and develop media and media facilities issued from a Hawaiian perspective – TV, radio, newspaper, and multimedia projects in Hawaiians and English.3.2 Establish and maintain programs that enable successful participation in contemporary Hawaiian society.3.3 Publish and distribute resources and research locally, nationally, and internationally (conferences-attend and hold; journals, articles, books and newspapers)3.4 Provide international visibility for and publicize the university’s activities, resources and commitment in Hawaiian and Pacific Studies to a spectrum of appropriate audiences, including colleagues, interested students, and potential funding sources.3.5 Sponsor and participate in a variety of community activities, including cultural activities and programs, lectures, training workshops, art, theatre, music and hula performances.3.6 Establish a publishing division that will print and distribute academic works from a Native Hawaiian perspective. GOAL 4. Establish a Hawaiian place of learning and education. 4.1 Represent a native perspective in all mediums of expression and communication, visual and performance art.4.2 Practice, promote, and support the use of Hawaiian language and cultural practices in all places at all times, including academic discourse. 4.3 Recruit Native Hawaiians to the university and to provide resources and support to ensure their retention.4.4 Promote Native Hawaiians presence on campus (students, faculty, staff, space, plants, landscape, and events).4.5 Liaison with Native Hawaiian service programs in the academy and the community.4.6 Maximize the use and development of resources throughout the university. 4.7 Maintain commitment to sustain future and current projects and programs through active pursuit of external funding and resources.
2. Where are these SLOs published (e.g., department web page)?
See BOR Approved May 4, 2007. Hawaiianuiakea School of Hawaiian Knowledge Regorganization Proposal.
3. Explain how your SLOs map onto your curriculum, i.e., how does your curriculum produce the specific SLOs in your students?
PURPOSE Purpose of this assessment is to investigate the degree to which Kamakaküokalani’s mission, goals and objectives are being met through the core requirements, i.e. Hawaiian Studies 107 and 270 classes, for the undergraduate program. This assessment also fulfills the WASC accreditation requirement. The assessment seeks to address the following questions; 1) How effective is KCHS in reaching our academic learning objectives?2) Are students learning what KCHS wants them to accomplish or learn? This is an “output” based assessment, i.e. emphasis is on student-oriented goals and learning objectives. Thus, attention is focused on what students actually achieve (learn) rather than on what faculty may have intended to convey (input). The following section reviews KCHS mission, goals, objectives and outlines the learning objectives for HWST 107 and 270.
4. What specific methodologies were used to collect data? In developing your response, consider the following questions:
METHODOLOGY
The KCHS assessment determined the degree to which the KCHS mission and goals align with the Center’s pedagogy, program content, and curriculum design. This assessment verified what knowledge and skills our undergraduate majors have attained at graduation. The KCHS program’s core requirements thread foundations that are reinforced by other courses, concentrations and community experience. The assessment examined two of the undergraduate program core requirement classes. Data related to student experiences during their tenure was also collected. Students were assessed upon graduation, i.e. a summative assessment was conducted at the end of student tenure, to ascertain mastery of learning achievement. (Survey Instrument available upon request)Pilot Survey Test
A pilot test of the KCHS Assessment Survey was conducted in December 2006. The purpose of the “pilot test” was to gather comments on the format and content of the assessment survey. A total of 32 individuals (n=32) from the Center took the survey. Of the 32, 20% (6) were faculty, 31% (10) were staff and 38% (15) were graduate assistance or students, and one undergraduate. Based on results from the test survey, the instrument was revised.Senior Exit Survey
The exit survey targeted all graduating seniors in Hawaiian Studies. The first exit survey was offered to a total of 16 graduating seniors in the spring 2007 class. After consultation with the KCHS Academic Advisor, it was recommended to offer the on-lines survey to the seniors during the last week of the spring semester prior to graduation. Students took the survey at the Hawaiian Studies resource library computers as a matter of convenience. A total of 13 students took the survey, unfortunately, only 7 surveys were recorded at the on line site. Rather than dismiss the efforts of the seniors, the results from the survey are being offered below. The timing and on-line administration of the survey will need improvement.Frequencies: HWSTD 107 Hawai’i Center of the Pacific
An item analysis for the HWST 107 survey and the frequencies of responses was performed (n=68). It is designed to offer consistent measures of central tendency. This analysis will continue to strengthen the predictive value potential of the survey in future generations of its administration. Some of the more interesting features to note include the following: 1. Five times more survey takers fit in the first age category option than in all other options combined for that question. 2. The male-female ratio of survey takers reflects the general gender breakdown of our undergraduate population but not of our current graduate population which to the contrary is female dominant by ratio of approximately 4 to 1. As it was with the frequencies for this initiative's item analysis from the 107 portion of the survey, these measurement tools will be sharpened and the data from them utilized in the future to validate and establish as reliable our approach to the interdisciplinary area study of the native Hawaiian and these islands as their ancestral homeland. What can be reported at this time is a solid initial attempt has been made to establish assessment procedures within the administrative, curriculum, and pedagogical components of our Center's core mission.
5. How were the assessment data/results used to inform decisions concerning the curriculum and administration of the program?
Assessment results were provided to all faculty at Kamakakuokalani in a report format and may be used at their discretion in order to refine, develop or modify curriculum.
The Director of Hawaiian Studies was closely involved in this initial assessment effort and thus, has first hand observation as to how the results may inform the administration of the program.
6. Has the program developed learning outcomes? Please indicate yes or no.
Yes
7. Has the program published learning outcomes? Please indicate yes or no.
See BOR Approved May 4, 2007. Hawaiianuiakea School of Hawaiian Knowledge Regorganization Proposal.
8. If so, please indicate how the program has published learning outcomes.
9. What evidence is used to determine achievement of student learning outcomes?
EVALUATION
Kamakaküokalani brings to the University of Hawaiÿi at Mänoa, knowledge from the Hawaiian perspective. Most of the courses are taught no where else in the world and originality is a hallmark of the curriculum. Many courses incorporate primary sources, i.e. sources written in Hawaiian, knowledge gained by hands-on experience, and by interaction with küpuna, cultural experts and Hawaiian community. This diverse set of experience reflects a familiarity with many aspects of Hawaiÿi, its history, environment, politics and Hawaiian culture. This knowledge thus forms the basis of KCHS core requirements. These core requirements, in turn, link to the overall goals and objectives of the Center for Hawaiian Studies. As core requirements, the fundamentals of these classes serve as the platform for future study in the Hawaiian Studies major. Hawaiian Studies 107 (HWST 107), Hawaiÿi Center of the Pacific, surveys the Pacific Islands of Melanesia, Micronesia and Polynesia; their various origins, geography; languages, religions, colonial histories and modern development. Hawaiÿi Center of the Pacific provides students with intellectual perspectives through the cultural lens of the Hawaiian people and from the native point of the view. HWST 270 is an overview of Hawaiian mythology. Hawaiian mythology, one source of the foundation of Hawaiian culture, values and world view is surveyed through an examination of Hawaiian gods, ‘aumakua, kupua, mythical heroes, heroines, and their kino lau.The discussion below examines the extent to which the two core requirement classes, HWST 107, and HWST 270 implement the Kamakaküokalani's student related goals and objectives. GOAL 1. Be a center for Hawaiian courses and programs in order to improve and expand quality education for the students, faculty, and staff of the academy in undergraduate and graduate programs. Objective: Continue to develop new and innovative forms of curriculum for academy and community. #1: Objective met. Survey identifies weaknesses and areas where improvement is needed. It is acknowledged, that the survey is an unsatisfactory instrument, to survey “innovative” or “new” curriculum. Objective: Provide “Education for the Nation” empowering students’ identity and preparing them to lead Hawai'i into a sustainable future. #2: Objective met. Across HWST 107 categories of geography, language, religion, physical environment, art and material culture, politics and contemporary society, upwards of 90% of the respondents indicated in the affirmative about their competence. Slight variability was observed in specific questions related to language, religion and art Objective: Provide opportunities for developing scholarship, expertise and mastery in Hawaiian language, knowledge and practices. #3: Objective met. Mastery may change student perspectives in areas such as career choice. Geography and language based HWST 107 responses indicate mastery of language, understanding of practices. HWST 270 questions are such that a student must understand language and practice in order to adequately respond to the question. Objective: Serve the educational and cultural interest of Hawaiÿi by helping to foster a deeper understanding of Hawaiian and Pacific societies and peoples. #4: Agreement and strong agreement responses across categories for both HWST 107 and HWST 270, indicate competence thus achieving this objective. Several open ended responses to HWST 107 classes, show student satisfaction with class content. GOAL 2. Promote research and pursuit of traditional and modern forms of Hawaiian knowledge in order to create new knowledge and perspectives. Objective: Conduct research based in Hawaiian perspective/ways of thinking. #5: Affirmative responses across categories indicate exposure to Hawaiian perspectives/ways of thinking. This shows success in formulating research premised on Native perspective. Objective: Support faculty and student development of research in international studies, particularly regarding Hawaiÿi, Polynesia and the Pacific. #6: Affirmative responses to question #38 for example Pele in Oceania and contemporary issues (represented in questions #33, 34, 30 and 31) indicate accomplishment of this goal. Further, inclusion of HWST 107 in our HAPS courses reinforces this goal. GOAL 3. Use a variety of means and media to distribute and promote knowledge from academy outward to community, Pacific and internationally. Objective: Establish and maintain programs that enable successful participation in contemporary Hawaiian society. #7: Questions #34 and 36 identify perspectives not generally focused on in larger societal or community dialogues. Maintaining the program however, is a challenge. GOAL 4. Establish a Hawaiian place of learning and education. Objective: Represent a native perspective in all mediums of expression and communication, visual and performance art. #8: While a few specific questions indicate high variability in responses, affirmative responses to questions 30, 34, and 38 indicate a student’s ability to describe events with a high degree of competence. Objective: Practice, promote, and support the use of Hawaiian language and cultural practices in all places at all times, including academic discourse. #9: The use of diacriticals by students is required in some classes. Questions 30 and 37 are indicators of use.
10. Who interprets the evidence?
Kamakakuokalani Center for Hawaiian Studies Assessment Committee
11. What is the process of interpreting the evidence?
Committee review of evidence
12. Indicate the date of last program review.
2004