Unit: Kamakakuokalani Center for Hawaiian Studies
Program: Hawaiian Studies (BA)
Degree: Bachelor's
Date: Tue Oct 06, 2015 - 1:50:19 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:
Other:
Other:

3) Please review, add, replace, or delete the existing curriculum map.

Curriculum Map File(s) from 2015:

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.

0%
1-50%
51-80%
81-99%
100%

5) Did your program engage in any program learning assessment activities between June 1, 2014 and September 30, 2015?

Yes
No (skip to question 16)

6) What best describes the program-level learning assessment activities that took place for the period June 1, 2014 to September 30, 2015? (Check all that apply.)

Create/modify/discuss program learning assessment procedures (e.g., SLOs, curriculum map, mechanism to collect student work, rubric, survey)
Collect/evaluate student work/performance to determine SLO achievement
Collect/analyze student self-reports of SLO achievement via surveys, interviews, or focus groups
Use assessment results to make programmatic decisions (e.g., change course content or pedagogy, design new course, hiring)
Investigate curriculum coherence. This includes investigating how well courses address the SLOs, course sequencing and adequacy, the effect of pre-requisites on learning achievement.
Investigate other pressing issue related to student learning achievement for the program (explain in question 7)
Other:

7) Briefly explain the assessment activities that took place in the last 18 months.

KCHS faculty conducted curriculum mapping activities that developed SLO by our areas of concentration (there are five total). Once SLO were adopted faculty then mapped the courses that comprised each area.

8) What types of evidence did the program use as part of the assessment activities checked in question 6? (Check all that apply.)

Direct evidence of student learning (student work products)


Artistic exhibition/performance
Assignment/exam/paper completed as part of regular coursework and used for program-level assessment
Capstone work product (e.g., written project or non-thesis paper)
Exam created by an external organization (e.g., professional association for licensure)
Exit exam created by the program
IRB approval of research
Oral performance (oral defense, oral presentation, conference presentation)
Portfolio of student work
Publication or grant proposal
Qualifying exam or comprehensive exam for program-level assessment in addition to individual student evaluation (graduate level only)
Supervisor or employer evaluation of student performance outside the classroom (internship, clinical, practicum)
Thesis or dissertation used for program-level assessment in addition to individual student evaluation
Other 1:
Other 2:

Indirect evidence of student learning


Alumni survey that contains self-reports of SLO achievement
Employer meetings/discussions/survey/interview of student SLO achievement
Interviews or focus groups that contain self-reports of SLO achievement
Student reflective writing assignment (essay, journal entry, self-assessment) on their SLO achievement.
Student surveys that contain self-reports of SLO achievement
Other 1:
Other 2:

Program evidence related to learning and assessment
(more applicable when the program focused on the use of results or assessment procedure/tools in this reporting period instead of data collection)


Assessment-related such as assessment plan, SLOs, curriculum map, etc.
Program or course materials (syllabi, assignments, requirements, etc.)
Other 1:
Other 2:

9) State the number of students (or persons) who submitted evidence that was evaluated. If applicable, please include the sampling technique used.

Faculty provided their own evidence by reviewing their syllabi for purposes of curriculum mapping by area of concentration.

10) 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)
Dean/Director
Other: all instructional faculty participated

11) 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)
Other:

12) Summarize the results of the assessment activities checked in question 6. For example, report the percent of students who achieved each SLO.

Faculty-led curriculum mapping activities resulted with SLO being developed by each strand with accompanying curriculum maps. 

13) What best describes how the program used the results? (Check all that apply.)

Assessment procedure changes (SLOs, curriculum map, rubrics, evidence collected, sampling, communications with faculty, etc.)
Course changes (course content, pedagogy, courses offered, new course, pre-requisites, requirements)
Personnel or resource allocation changes
Program policy changes (e.g., admissions requirements, student probation policies, common course evaluation form)
Students' out-of-course experience changes (advising, co-curricular experiences, program website, program handbook, brown-bag lunches, workshops)
Celebration of student success!
Results indicated no action needed because students met expectations
Use is pending (typical reasons: insufficient number of students in population, evidence not evaluated or interpreted yet, faculty discussions continue)
Other:

14) Please briefly describe how the program used the results.

The results of curriculum mapping by area of concentration resulted with faculty identifying: 1) where courses were missing within a strand, 2) courses that were redundant, 3) prerequisites that were no longer relevant, and 4) where course numbering could be improved to indicate introduction, practice, reinforcement and mastery.

15) Beyond the results, were there additional conclusions or discoveries? This can include insights about assessment procedures, teaching and learning, and great achievements regarding program assessment in this reporting period.

The curriculum mapping process was designed to review both the BA and MA programs as a whole. This resulted with alignment between undergraduate courses that are considered foundational for the MA program. 

16) If the program did not engage in assessment activities, please explain.