Program: Hawaiian Studies (BA)
Degree: Bachelor's
Date: Thu Nov 15, 2018 - 12:27:01 pm
1) Program Student Learning Outcomes (SLOs) and Institutional Learning Objectives (ILOs)
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, 3c. Stewardship of the natural environment)
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 history, 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, 2b. Conduct research, 3b. Respect for people and cultures, in particular Hawaiian culture)
5. Students are capable of Kanaka Maoli applications, protocols, and disciplines.
(1c. Understand Hawaiian culture and history, 2a. Think critically and creatively, 2b. Conduct research, 2c. Communicate and report, 3a. Continuous learning and personal growth, 3b. Respect for people and cultures, in particular Hawaiian culture, 3c. Stewardship of the natural environment)
6. Students can discuss, practice, and advance Kanaka Maoli experiences in the context of world indigenous peoples.
(1c. Understand Hawaiian culture and history, 2a. Think critically and creatively, 2b. Conduct research, 2c. Communicate and report, 3a. Continuous learning and personal growth, 3d. Civic participation)
2) Your program's SLOs are published as follows. Please update asneeded.
Department Website URL: http://manoa.hawaii.edu/hshk/units/kamakakuokalani/degrees/bachelor-hawaiian-studies/
Student Handbook. URL, if available online: Information Sheet, Flyer, or Brochure URL, if available online: UHM Catalog. Page Number: http://www.catalog.hawaii.edu/schoolscolleges/hawaiian/kamakakuokalani.htm Course Syllabi. URL, if available online: Other: Other: 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.
0% 1-50% 51-80%
81-99% 100%5) Does the program have learning achievement results for its program SLOs? (Example of achievement results: "80% of students met expectations on SLO 1.")(check one):
No Yes, on some(1-50%) of the program SLOs Yes, on most(51-99%) of the program SLOs Yes, on all(100%) of the program SLOs6) Did your program engage in any program learning assessment activities between June 1, 2015 and October 31, 2018?
Yes No (skip to question 17)7) What best describes the program-level learning assessment activities that took place for the period June 1, 2015 to October 31, 2018? (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) No (skip to question 17) Investigate other pressing issue related to student learning achievement for the program (explain in question 7) Other: Collected areas of concentration and PLOs student reflective writing assignment responses8) Briefly explain the assessment activities that took place.
The Hawaiian Studies BA assessment committee continued their program-level learning assessments between June 1, 2015 and May 31, 2018 through the following activities:
- Spring 2015: Offered HWST 301 Capstone course and collected 3 forms of student text (written, aural/oral/performance, and visual) per student for committee evaluation of Hawaiian Studies BA Program SLOs.
- Fall 2016: Offered HWST 301 Capstone course and collected 3 forms of student text (written, aural/oral/performance, and visual) per student for committee evaluation of Hawaiian Studies BA Program SLOs.
- Fall 2016: Granted approval for new capstone course HWST 491
- Fall 2017: Offered HWST 491 Capstone course and collected 3 forms of student text (written, aural/oral/performance, and visual) per student for evaluation of Hawaiian Studies BA Program SLOs.
- August 14, 2018: Convened Hawaiian Studies Assessment and Evaluation Committee to organize review process and procedure for program level learning assessment reporting due in November 2018
9) What types of evidence did the program use as part of the assessment activities checked in question 7? (Check all that apply.)
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 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 Assessment-related such as assessment plan, SLOs, curriculum map, etc. Program or course materials (syllabi, assignments, requirements, etc.) Other 1: Other 2: 10) State the number of students (or persons) who submitted evidence that was evaluated. If applicable, please include the sampling technique used.
In each capstone course, students submitted their written, aural/oral/performance, and visual assignments for review. The committee met to compile all submitted work and agreed on a process for random sampling of student work by textualities and areas of concentration. The following represents the number of students who submitted evidence and the sample size:
|
Capstone Courses |
# of Students submitted |
Sample |
% |
|
Spring 2015 HWST 301 |
14 |
12 |
86% |
|
Fall 2016 HWST 301 |
9 |
7 |
78% |
|
Fall 2017 HWST 491 |
20 |
18 |
90% |
|
TOTALS |
43 |
37 |
86% |
11) 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: 12) 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: Reviewed areas of concentration & PLOs student reflective writing assignment responses13) Summarize the results of the assessment activities checked in question 7. For example, report the percentage of students who achieved each SLO.
Note: Student Sample Size = 37, However some students offer evidence for multiple textualities in their submitall of diverse artifacts.
Note: Student Sample Size = 37, However some students offer evidence for two areas of concentration in their submitall of diverse artifacts.
Program SLO #1 results: 75% of students mastered this SLO or generally attained this SLO; 10% of students were scored as weak or incomplete in meeting this SLO. (Note: SLO Evidence from 6 students were scored at not applicable to this SLO.)
Program SLO #2 results: 55% of students mastered this SLO or generally attained this SLO; 12.5% of students were scored as weak or incomplete in meeting this SLO. (Note: SLO Evidence from 13 students were scored at not applicable to this SLO.)
Program SLO #3 results: 82.5% of students mastered this SLO or generally attained this SLO; 7.5% of students were scored as weak or incomplete in meeting this SLO. (Note: SLO Evidence from 4 students were scored at not applicable to this SLO.)
Program SLO #4 results: 85% of students mastered this SLO or generally attained this SLO; 10% of students were scored as weak or incomplete in meeting this SLO. (Note: SLO Evidence from 2 students were scored at not applicable to this SLO.)
Program SLO #5 results: 77.5% of students mastered this SLO or generally attained this SLO; 17.5% of students were scored as weak or incomplete in meeting this SLO. (Note: SLO Evidence from 2 students were scored at not applicable to this SLO.)
Program SLO #6 results: 37.5% of students mastered this SLO or generally attained this SLO; 10% of students were scored as weak or incomplete in meeting this SLO; 2.5% of students were scored as unconvincing evidence in meeting this SLO. (Note: SLO Evidence from 20 students were scored at not applicable to this SLO.)
The qualitative analysis of the student reflective writing responses addressing the PLOs were not completed, but will be reported to faculty as soon as the analysis is complete.
14) 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: 15) Please briefly describe how the program used the results.
Reported out findings in November faculty meeting and provided through email reporting links to the full report and recommendation.
Discussed the following recommendations with faculty and within faculty assessment committee:
- Implement in AY 2019-2020 an improved streamlined mechanism to continue to collect student artifacts through our capstone course HWST 491 (e.g. Google Drive or DropBox)
- Encourage the inclusion of an assignment that specifically addresses PLO #6 in the Capstone course HWST 491
- Encourage faculty to review how they are addressing PLO #6 throughout their course offerings (specifically within each area of concentration) and work to encourage inclusion of course discussions and/or student assignments that support a connection to PLO #6.
- Encourage faculty discussions recognizing the value of varied types of knowledges and textualities throughout our program course offerings and promoting professional development opportunities for course enhancements that value the ways our students demonstrate and articulate their learning through their ways of knowing and textualities.
- Encourage faculty to include various textualities in their course assignments as it provides students foundational growth in the PLOs and enhances their abilities to articulate the PLOs throughout their undergraduate program experience culminating in their capstone course assignments.
16) 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.
Assessment committee insights included the following recommendations for future consideration:
- As our capstone course is now being offered on a regular schedule and data collection is consistently producing a growing student sample, the assessment committee discussed the need to address workload with such a large sample and a change in procedures to allow for smaller internal annual assessments looking at smaller samples over time. Then convening the committee to review the annual smaller assessments to compile the larger program level 3 year reports.
- Reevaluate our random selection of students for our sampling as there is a desire to work to include all student assignments from each textuality represented.
- Work towards exploring improved practices with employing our existing the rubric (e.g. online rubric, clarity to levels, etc…)
- Explore the possibility of assessment committee members to attending and score (using rubric) HWST 491 capstone course student aural/oral live performances
- Relook at our curriculum map to see if we can assess by course those textualities that are introduced or reinforced through their assignments to understand the pathway our students are provided.
17) If the program did not engage in assessment activities, please justify.
Not applicable.