Unit: Kamakakuokalani Center for Hawaiian Studies
Program: Hawaiian Studies (BA)
Degree: Bachelor's
Date: Wed Oct 15, 2014 - 4:31:41 pm

1) Institutional Learning Objectives (ILOs) and Program Student Learning Outcomes (SLOs)

1. Students will understand our genealogical ties to Papahanaumokuakea, our mother earth, and ko Hawai'i pae 'aina as our ancestral homeland.

(1c. Understand Hawaiian culture and history, 3b. Respect for people and cultures, in particular Hawaiian culture)

2. Students can explain that Kanaka Maoli are one lahui connected by our one ancestor Haloa across na kai 'ewalu.

(1c. Understand Hawaiian culture and history, 3b. Respect for people and cultures, in particular Hawaiian culture)

3. Students can discuss the story, culture, and politics in academic and non-academic settings.

(1c. Understand Hawaiian culture and history, 3b. Respect for people and cultures, in particular Hawaiian culture)

4. Students can explain the interconnectedness of all knowledge contemporary and ancestral from a Kanaka Maoli perspective.

(1c. Understand Hawaiian culture and history, 3b. Respect for people and cultures, in particular Hawaiian culture)

5. Students are capable of K?naka Maoli applications, protocols, and disciplines.

(1c. Understand Hawaiian culture and history, 3a. Continuous learning and personal growth, 3b. Respect for people and cultures, in particular Hawaiian culture)

6. Students can discuss, practice, and advance Kanaka Maoli experiences in the context of world indigenous peoples.

(1c. Understand Hawaiian culture and history)

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

Department Website URL: http://manoa.hawaii.edu/hshk/degrees-programs/undergraduate-degrees/
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:

3) Select one option:

Curriculum Map File(s) from 2014:

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, 2013 and September 30, 2014? (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 between June 1, 2013 and September 30, 2014: State the assessment question(s) and/or assessment goals. Include the SLOs that were targeted, if applicable.

KCHS targeted all 6 PLO for this years undergraduate assessment activities.  Specifically, we want to know the degree to which our students are achieving our stated program student learning objectives.

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.

Evidence was gathered through our spring 2014 senior capstone course. The assessment committee used the student final portfolio which included written, oral and visual products.   

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

A total of 8 student final portfolio were reviewed.  Students enrolled in the course had to meet the following criteria in order to be considered for the assessment:  be in senior standing, fulfilled all undergraduate course requirements and graduate by spring 2014.

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)

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)

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

Results indicate the following: 

KCHS program learning objectives 1, 3 and 4 scored in the "acceptable" range meaning, evidence indicates that students have generally attained this outcome.  PLO 2 and 5 received a "marginal" score meaning the evidence indicates weak achievement of the objective.  PLO 6 received an "unacceptable" score meaning the evidence is unconvincing regarding the students achievement of this objective.   

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

In practical terms, the committee will recommend to our department Chair that faculty rotate their participation on the committee so that everyone participates in the program assessment.  In this way faculty will be come familiar with the goals of program assessment, our PLO and help to directly (or indirectly) make linkages with our stated goals, mission and curriculum.  

Specifically, the capstone course syllabus will be improved to include both the PLO and course SLO in order to better direct the student portfolio development.

Generally, based on the last two assessment results, there is a need for a faculty discussion around PLO #6.  A discussion may query how our faculty feel they are fulfilling this objective and how do we strategize around brining this objective to the forefront of our collective work if we agree that it is indeed an essential objective for our program?  

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.

One discovery that presented itself clearly this year in comparision to others, was the degree to which some AOC articulate more strongly with certain PLO compared to others.  Thus, how do we address the broad application of all PLO through out all of our strands?  

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.