Program: Hawaiian Studies (MA)
Degree: Master's
Date: Thu Nov 15, 2018 - 3:53:47 pm
1) Program Student Learning Outcomes (SLOs) and Institutional Learning Objectives (ILOs)
1. Demonstrate knowledge of Indigenous research methodologies and develop a Native Hawaiian epistemology from sources in comparative Indigenous thought.
(1. Demonstrate comprehensive knowledge in one or more general subject areas related to, but not confined to, a specific area of interest., 2. Demonstrate understanding of research methodology and techniques specific to one’s field of study., 3. Apply research methodology and/or scholarly inquiry techniques specific to one’s field of study., 6. Conduct research or projects as a responsible and ethical professional, including consideration of and respect for other cultural perspectives.)
2. Demonstrate understanding of Hawaiian archival research and familiarity with the rich historical primary sources existent in various archives.
(1. Demonstrate comprehensive knowledge in one or more general subject areas related to, but not confined to, a specific area of interest., 2. Demonstrate understanding of research methodology and techniques specific to one’s field of study.)
3. Demonstrate critical analysis of Hawaiian literature and an understanding of the significance of secondary sources in Hawaiian topics.
(1. Demonstrate comprehensive knowledge in one or more general subject areas related to, but not confined to, a specific area of interest., 3. Apply research methodology and/or scholarly inquiry techniques specific to one’s field of study., 4. Critically analyze, synthesize, and utilize information and data related to one’s field of study.)
4. Demonstrate critical thoughts and synthesis through the development of a research proposal and the completion of their thesis or practicum project (Plan A or Plan B).
(1. Demonstrate comprehensive knowledge in one or more general subject areas related to, but not confined to, a specific area of interest., 3. Apply research methodology and/or scholarly inquiry techniques specific to one’s field of study., 4. Critically analyze, synthesize, and utilize information and data related to one’s field of study., 5. Proficiently communicate and disseminate information in a manner relevant to the field and intended audience., 6. Conduct research or projects as a responsible and ethical professional, including consideration of and respect for other cultural perspectives., 7. Interact professionally with others.)
5. With high scholarly ability, contribute to Hawaiian research and knowledge through publications, presentations, and/or community service.
(3. Apply research methodology and/or scholarly inquiry techniques specific to one’s field of study., 4. Critically analyze, synthesize, and utilize information and data related to one’s field of study., 5. Proficiently communicate and disseminate information in a manner relevant to the field and intended audience., 6. Conduct research or projects as a responsible and ethical professional, including consideration of and respect for other cultural perspectives., 7. Interact professionally with others.)
2) Your program's SLOs are published as follows. Please update asneeded.
Department Website URL: http://manoa.hawaii.edu/hshk/units/kamakakuokalani/degrees/master-of-arts-in-hawaiian-studies/ Student Handbook. URL, if available online: http://manoa.hawaii.edu/hshk/the-school/current-students/student-handbooks/ 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: 8) Briefly explain the assessment activities that took place.
The Hawaiian Studies graduate faculty continued their program-level learning assessments between June 1, 2015 and October 31, 2018 through the following activities:
- From Summer 2015 through Spring 2018 continued to collect a “Hawaiian Studies MA SLO Rubric” for each Hawaiian Studies MA graduate from their designated Graduate Committee Chair (faculty evaluator) in order to determine and report the level that our graduate students are meeting adopted Hawaiian Students MA Program SLOs.
- Conducted a couple reviews of the graduate program curriculum map to include new courses and discuss the effectiveness of our core course offerings to prepare our graduate students in their proposal writing and establishing their thesis committees.
- Currently continuing discussions on course scheduling to meet students needs and the possibility of requiring a research methods gateway course to better prepare students entering into our graduate program.
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: Plan A Thesis paper and Plan B Non-thesis project Other 2: 10) State the number of students (or persons) who submitted evidence that was evaluated. If applicable, please include the sampling technique used.
For this reporting period, there were ten Hawaiian Studies MA graduates (both Plan A and Plan B) from Summer 2015 through Spring 2018. All Graduate Committee Chairs (faculty evaluator) were selected to complete a rubric for their identified graduate. The faculty were instructed to consider the following student submitted evidence for each assessment:
- For students completing a PLAN A, the final thesis and oral defense would be evaluated.
- For students completing a PLAN B, the final written paper and oral defense would be evaluated.
Their assessments were submitted utilizing the adopted Hawaiian Studies MA SLO Rubric with the results compiled online utilizing SurveyMonkey. The following represents the number of assessments collected and the sample size for this review period:
|
# of MA graduates (6/1/18 - 10/31/18) |
# of Assessment Rubrics collected |
Sample |
% |
|
10 |
7 |
7 |
70% |
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: 13) Summarize the results of the assessment activities checked in question 7. For example, report the percentage of students who achieved each SLO.
For this reporting period, the graduate faculty continued to use their adopted “Hawaiian Studies MA SLO Rubric.” During this assessment period, seven completed Hawaiian Studies MA SLO Rubric forms were submitted by their respective Graduate Committee Chairs (faculty evaluator) from the ten graduates for a 70% return rate, an increase from last report. The rubric evaluated each students’ achievement of the Hawaiian Studies MA Program Student Learning Objectives based on their final thesis/written paper and oral defense. The compiled results are as follows:
Note: Student Sample Size = 7, However our students integrate two or more areas of concentration in their final Plan A (Thesis) or Plan B (Non-Thesis).
Program SLO #1 Results: 71.43% (5) of students were scored as excellent at attaining this SLO; 28.57% (2) of students were scored as competent/proficient in meeting this SLO.
Program SLO #2 Results: 85.71% (6) of students were scored as excellent at attaining this SLO; 14.29% (1) of students were scored as competent/proficient in meeting this SLO.
Program SLO #3 Results: 85.71% (6) of students were scored as excellent at attaining this SLO; 14.29% (1) of students were scored as competent/proficient in meeting this SLO.
Program SLO #4 Results: 85.71% (6) of students were scored as excellent at attaining this SLO; 14.29% (1) of students were scored as competent/proficient in meeting this SLO.
In this assessment period, SLO #5 was not evaluated with this sample of students. The Hawaiian Studies graduate faculty continue to review the MA assessment rubric to identify scope for assessment of program SLO #5.
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 assessment status in November faculty meeting and provided through email reporting links to the full report and recommendations. Ongoing discusses continue around the following recommendations for graduate faculty consideration:
- As this is the second time utilizing the Hawaiian Studies MA SLO Rubric and the first significant sample, the graduate faculty will be able to look at the results and determine if this instrument is sufficient for assessment and/or make recommendations for implementation of other measurements that should be integrated into our annual assessments.
- Faculty continue to review the MA curriculum map and are currently revising for new courses and for scaffolding course offerings to support student matriculation through the program with the hope of adoption of this revised version before the end of the year.
- Encouragement and commitment of all graduate chairs in a timely manner to complete the rubric to contribute to the assessment findings.
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.
It is the hope that this MA report will strengthen our MA program through informing our programmatic discussions around student achievement, curriculum, faculty teaching/mentoring allocation, and program policies, with the ultimate goal of supporting decision-making moving forward.
17) If the program did not engage in assessment activities, please justify.
Not applicable.