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.
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3) Please review, add, replace, or delete the existing curriculum map.
- File (03/16/2020)
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.
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5) Did your program engage in any program learning assessment activities between June 1, 2014 and September 30, 2015?
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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.)
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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)
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Indirect evidence of student learning
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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)
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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.)
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11) How did they evaluate, analyze, or interpret the evidence? (Check all that apply.)
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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.)
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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.